creating success in academic writing: from secondary …

CREATING SUCCESS IN ACADEMIC WRITING: FROM SECONDARY TO

HIGHER EDUCATION

A WORKSHOP FOR NON-NATIVE SPEAKERS OF ENGLISH

by

Nang Saluna Wong Sowat

A project submitted to the Faculty of Education

in conformity with the requirements for

the degree of Master in Education

Queen’s University

Kingston, Ontario, Canada

(April 2013)

Copyright ©Nang Saluna Wong Sowat, 2013

ii

Abstract

The academic transition from one’s native language to English medium instruction is a

challenging experience for second language learners (L2). This is especially true for students

who are learning a new subject at the same time. Research has shown that although L2

students have undergone at least eleven years of learning English as a communicative

language, this does not guarantee success in their tertiary education. Some common

challenges include understanding textbooks written in English, being aware of the academic

writing process, lack of confidence in their writing and unfamiliarity with the nature of

academic writing and disciplinary genres, such as citing references and writing expectations.

Students in Malaysia do not learn academic English explicitly in secondary schools. Yet,

students who envisage pursuing their tertiary education abroad must be equipped with

English academic skills. Certainly, these skills must be taught directly, extensively, and

explicitly, prior to their tertiary education abroad.

As such, this project focuses on the English academic gap. There are four chapters.

After the introduction which traces the evolution of English language instruction in Malaysia

is a chapter that reviews studies on genres of academic writing, understanding language

challenges in English medium instruction and analytical writing through building critical

thinking. The third chapter via a workshop is designed to achieve three learning goals: (1) to

enhance academic writing skills and (2) to develop analytical writing through critical thinking

skills and (3) building of positive mindsets. This project concludes with the sharing of my

academic writing experience while studying in a university setting and suggestions for the

benefit of non-native speakers of English.

iii

Acknowledgements

I am indebted to my mentor and supervisor, Dr. Liying Cheng

for her patience, valuable insights and constant encouragement

from day one of my journey.

Dr. Richard Reeve, thank you for getting on board, helping and

guiding me in my workshop design.

Finally, I want to thank Tony, my husband, and my children,

Miracle, Joseph and Nathaniel for their unstinting support.

They are always be my blessings…

My heartfelt thanks again to all of you…

iv

TABLE OF CONTENTS

Abstract ii

Acknowledgements iii

Table of Contents iv

Chapter One: Introduction 1

English Language Landscape in Malaysia 2

English Education Policy in Malaysia 3

Workshop Rationale 8

Overview of the Project 9

Chapter Two: Literature Review 11

Introduction 11

Understanding Genres in Academic Writing 11

Types of Academic Tasks 12

Understanding L2 Academic Language Challenges 15

English Academic Language Challenges in Malaysia 17

Analytical Writing through Building Critical Thinking 22

What is Critical Thinking? 23

Critical Thinking in the L2 Context 25

Conclusion 31

Chapter Three: The Workshop 32

Introduction and Rationale 33

Overall Workshop Plan 34

Learning Goals 35

Overview of Activities 42

Delivery and Methodology 45

Suggestions for Further Development 46

Section One: Enhancing Academic Writing Workshop 47

Workshop Description and Objectives 47

Activity Plan 47

Workshop Resources 51

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Section Two: Developing Analytical Writing through Building Critical

Thinking and Building a Positive Mindset 52

Workshop Description and Objectives 52

Activity Plan 52

Workshop Resources 56

Chapter Four: Learning Reflection 57

References 59

Appendix A: Section One Workshop—Power Point Slides 70

Appendix B: Section One Workshop - Resources 84

The 12 Step Academic Writing Process 84

Bibliography Worksheet 85

Writing Pack 1 86

Writing Pack 2 89

IELTS Academic Writing Tasks 2 Assessment Rubrics 90

Online Learning for Academic Writing Resources 94

Recommended Handbooks and Textbooks for Academic Writing 96

Appendix C: Section Two Workshop—Power Point Slides 97

Appendix D: Section Two Workshop - Resources 108

Reading Assignment Pack One 109

Reading Assignment Pack Two 112

Critical Thinking Assessment Tools 115

Online Critical Thinking Interactive Activities 117

Recommended Handbooks and Textbooks for Critical Thinking 118

1

Chapter One

INTRODUCTION

The Federation of Malaysia comprises thirteen states, eleven in the Peninsula and

two Sarawak and Sabah, on the island of Borneo in East Malaysia. The capital city Kuala

Lumpur has 1.6 million citizens while the total population of Malaysia is 28.5 million.

Malaysia is a unique constitutional monarchy, patterned along the Westminster

parliamentary system, with the King as head of state and a prime minister as head of

government.

In Malaysia there are about 260,000 students pursuing their post-secondary

studies among which about 80,000 (30.7%) students are currently studying abroad

(Malaysian Higher Education Department, 2011). Most of them were selected and

sponsored by the Malaysian Government to further their studies in English medium

instruction universities abroad.

However, most of these students are non-native speakers of English. Their

transition from secondary school to higher education is fraught with difficulties (Fong,

Lim, & Stapa, 2009). In general, research has proven that second language learners (L2)

face many language related challenges while pursuing tertiary education abroad (Dooey,

2010; Ferris & Tagg, 1996). The challenges identified are, understanding the

assignments, writing competency, critical thinking and understanding the accent of the

instructors. Additionally, it has been a concern among educational researchers and this is

2

reflected by the number of investigations on low literacy attainment in English among

Malaysian learners (Musa, Koo, & Azman, 2012). Overall, academic writing has been

identified as one of the main challenges (Evans & Morrison, 2011). As a result, L2

students face greater academic and personal challenges compared to domestic English

speaking students.

Studies have shown that on average L2 learners will take at least five years of

exposure to the English medium academic environment in order to catch up with native

speakers (Cummins, 1981; Hakuta, Butler & Witt, 2000). In my view and based on my

experience, there is a need for Malaysian students to have substantial awareness of

academic language expectations to enable them to engage effectively in the academic

sphere. This project helps Malaysian post-secondary students in their academic transition

en-route to undergraduate studies in English medium universities. This project enhances

students’ academic writing skills and develops their analytical writing skills through

critical thinking and positive mindsets.

English Education Landscape in Malaysia

Malaysia, like some other Asian countries, strives to be a developed and high-

income nation as it enters the year 2020. Various initiatives, such as the National

Economic Model (NEM) and the Tenth Malaysia Plan (2011-2015) have been introduced

on the national scale. Besides this, human capital development has been identified as one

of the ways to support this vision. An emphasis on higher education abroad is one of the

key initiatives introduced. However, this initiative often involves a high cost of

3

investment to sponsors, educators and parents, and a big adjustment in the life of the

aspiring student.

College readiness is crucial to a student’s academic success. According to the

Malaysian Education Blueprint 2013-2015, of the core subjects English is the worst

performing subject. However, many Malaysian students are not ready for college due to

academic language gaps–low English attainment and previous strong emphasis on

communicative reading and writing skills, and the memorizing of grammatical rules at

secondary school level. It is observed that when post-secondary students make an

academic transition they are expected to have both academic literacy and critical thinking

competencies. By reducing the academic literacy and critical thinking literacy gaps

between two different education systems i.e., the Malaysian education system and the

language expectations in English medium institutions abroad a student’s college

readiness could be enhanced. This, in turn, maximizes the country’s investment. The key

question is, “Are students ready for college and university abroad?” To answer this

question, it is important to first understand the Malaysian education system and to

examine how it has shaped its citizens.

English Education Policy in Malaysia

Britain established its first colony in the Malay Peninsula when she acquired

Penang Island (Prince of Wales Island) in 1786. Most of the Malay Peninsula, including

4

Singapore (1819) and Malacca (1824) came under British control during the 19th

and

early 20th

century (Omar, 2004).

The Federation of Malaya achieved independence on 31st August 1957. Six years

later, on 16th

September 1963 the Federation, along with Sabah, Sarawak and Singapore,

formed the Federation of Malaysia. English, which was entrenched during British rule, is

today an active second language among large sections of the Malaysian populace.

The Razak Report of 1956 was the foundation for the development of the

Malaysian Education system. This report declared that Bahasa Malaysia (BM) must be

taught in all schools (Ministry of Education, Federation of Malaya, 1956) as the

government identified the language as its national language. Bahasa Malaysia plays a

pivotal role in uniting various ethnic groups in Malaysia and education has been

identified as one of the best ways to streamline multi-language usage in schools (Yusof,

2006). Prior to this report, different languages were used for different types of schools.

For example, BM was used as the medium of instruction in Malay schools, English was

used as the medium of instruction in English schools, Mandarin was used as the medium

of instruction in Chinese schools, and Tamil was used in Tamil schools. As such, BM is

the language that unites multi-lingual Malaysia. Overall, although BM is the national

language of Malaysia, English is necessary for employment opportunities and future

learning development (Rajaretnam, & Nalliah, 1999).

5

The National Philosophy of Education in Malaysia (Education Act, 1996) states

that:

Education in Malaysia is an ongoing effort towards further developing the

potential of individuals in a holistic and integrated manner so as to produce

individuals who are intellectually, spiritually, emotionally and physically

balanced and harmonious, based on a firm belief in and devotion to God. Such an

effort is designed to produce Malaysian citizens who are knowledgeable and

competent, who possess high moral standards, and who are responsible and

capable of achieving a high level of personal well-being as well as being able to

contribute to the betterment of the family, the society and the nation at large. (p.

11)

This underlying principle is translated into the school curriculum in Malaysia. In general,

it encourages the development of balanced, well-rounded, trained and skilled individuals

who cherish the national aspiration for unity and becoming a high performance nation.

The Education Act (1996) covers education from pre-primary, primary, secondary, and

the post-secondary level. This Act stipulates the use of BM as the medium of instruction

in all educational institutions. To ensure that English will also be used effectively in

schools, a minimum of 150-300 minutes per week of instruction is allocated (UNESCO-

IBE, 2011). This UNESCO report states that the English language curriculum emphasizes

basic skills that focus on speaking, listening, reading, and writing. At the end of six years

of primary education, there is a Primary School Assessment Test or Ujian Penilaian

6

Sekolah Rendah (UPSR). The evaluation is carried out to assess the basic skills of

reading, writing, and arithmetic.

Secondary education follows six years of primary education. At this level,

education aims to further develop the potential of an individual as stipulated in the

Education Act of 1996. The use of BM is emphasized and reinforced in the curriculum.

However, there is no increase in English language instruction, rather a reduction to 200

minutes per week (UNESCO-IBE, 2011). Upon completing five years of education at the

secondary level, students take the national examination. The Sijil Pelajaran Malaysia

(SPM) or Malaysian Certificate of Education is equivalent to the O-Level, an ordinary

level of the General Certificate of Education (GCE), which is an academic qualification

set by the examination boards in the United Kingdom (UK). The SPM examination is the

second last public examination before a student begins studying for a bachelor’s degree at

university level. Most of the scholarship recipients, or any self-sponsored students, will

continue their studies in Malaysia at private colleges for foundation studies or Cambridge

A-Level studies (the Advanced Level of the GCE) prior to enrolling in higher education

abroad. At this point, students switching from Malay medium instruction to English

medium instruction experience a dramatic change in their education system.

The Malaysian Education system has implicitly conceptualized “English

proficiency” for relatively superficial “functional purposes” (Muniandy, Sekharan Nair,

Krishnan & Ahmad, 2010, p.146). English, being the second language, is learnt for

communicative purposes instead of preparing students for academic settings. The

7

communicative syllabus emphasized the teaching of language functions and de-

emphasized the teaching of grammar. Thus, many students are ill-prepared for the

language demands of English Literature, Social-Studies, Science and Mathematics.

This new education policy not only ill-prepared students for academic English,

but has also resulted in the erosion of English language standards. Under this policy, a

credit in English was not necessary as a pre-condition for Malaysian public university

entry starting in 1998. A study has reported that even after eleven years of learning

English at Malaysian primary and secondary schools, students are not proficient in the

English language (Nor Hashimah Jalaludin, Norsimah Mat Awal & Kesumawati Abu

Bakar, 2008). The study suggested that the weakness lies in the areas of grammar,

particularly in the areas of morphology and syntax. The declining quality of English in

Malaysia is also clearly manifested in the quality of English spoken by a large number of

Malaysians, especially the younger generation (Gill, 1993).

In conclusion, students in Malaysia are not sufficiently prepared for English as an

academic language. The education policy mentioned above has impacted negatively on

the quality of English in Malaysia. The effect of this policy became obvious when it was

seen as contributing to massive graduate unemployment: in 2002, 44,000 graduates were

unemployed (Lee, 2004). The condition is now worsening and it has been consistently

ranked as one of the top five issues facing Malaysian employers and in the 2011 SPM

results, only 28 % of students achieved a minimum credit in the General Certificate of

English (GCE) i.e., at O-Level English Language Cambridge 1119 (Malaysian Education

8

Blueprint 2013-2025). As a result many local graduates failed to get jobs because of their

incompetence in the English language, especially during their interview (Chan & Tan,

2008).

Workshop Rationale

The current educational policy has impacted negatively on the English language

proficiency of its citizens. English is the second language in schools and the syllabus is

designed to enable students to use the language for communicative purposes, knowledge

acquisition and for future workplace needs (Ministry of Education, Malaysia 2003).

However, many students are still not proficient in the English language even at

knowledge acquisition (Gill, 1993; Nor Hasimah Jalaludin et al., 2008). They are also not

competent for the academic demands at a higher level of education. Consequently, L2

students studying in English medium universities abroad, where the language spoken is

other than one’s own language, will experience challenges on a personal level.

In my journey as an L2 student at an English medium university abroad, I

understood the magnitude of the stress that this implies. I have learned that for second

language learners to participate in and excel at their studies abroad, they must overcome

the steep learning curve in different subject areas as well as understand the academic

language itself. As mentioned above research has shown that, on average, L2 learners

require at least five years of exposure to an English medium academic environment in

order to catch-up with the native language learners (Cummins, 1981; Hakuta, et al.,

2000). In my opinion, most Malaysian students need to boost their English language and

9

have substantial academic literacy awareness and critical thinking competencies in order

to improve their college readiness. Thus, there is a need for remedial intervention for

Malaysian students who envisage furthering their studies in English medium institutions

and to compete in a globalised economy. Therefore, I have designed a workshop that

targets and prepares these post-secondary school students in academic English as my

Master of Education (M.Ed.) project.

Overview of the Project

This project is organized into four chapters. Following this introductory chapter,

the second chapter reviews research studies in academic writing, critical thinking in

academic writing and the challenges faced by L2 students. I also explore and review

articles that provide me a better understanding of post-secondary academic writing.

In chapter three, I present the workshop designed for secondary school graduates

for both enhancing academic writing and developing analytical writing. This workshop is

meant for use in a classroom setting. Ideally, the participants are fresh post-graduated

secondary students who will be pursuing pre-university courses. I have also included

lessons for developing critical thinking and embedding positive mindsets in order to

develop resilient students. I found that having a positive mindset is imperative for

students facing future obstacles while studying abroad.

At the end of each workshop, a list of learning resources is attached to further

nurture students in these areas. There are two workshops and each need at least six hours.

10

Both workshops are designed as bridging programs for L2 students to accelerate their

learning transition.

Learning reflection will be discussed in chapter four. Here, I share my experience

as an L2 learner and writer in an English medium instruction university abroad. In

addition, I also provide and present some suggestions for further development in this

area.

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Chapter Two

LITERATURE REVIEW

Introduction

In this chapter, I identify and elaborate on the intellectual demands of academic

language and the key challenges faced by L2 students which have guided me in

developing a blueprint for my project—a workshop that provides academic transition

training to Malaysian post-secondary students’ en-route to undergraduate studies in

English medium universities.

Three literature themes underpin the development of this workshop. Firstly,

understanding genres of academic writing will shed light on the academic language

expectations for each student. Secondly, literature on second language learners’

challenges in using English as a medium of instruction and English language challenges

will be explored. Next, I discuss analytical writing through the building of critical

thinking skills. Finally, a conclusion from the literature review will inform, enlighten and

address the learning needs of the students in the workshop.

Understanding the Demand—Genres in Academic Writing

“Academic language refers to the disciplinary registers that students encounter in

secondary years, and using academic language calls for advanced proficiency in complex

language across subject areas” (Schleppegrell & O’Hallaron, 2011, p.1). Academic

language reflects students’ ability to understand and express themselves in both oral and

written modes, concepts, and ideas that are relevant to their success in school (Cummings

& Yee-Fun, 2007). It is seen as “highly complex and influenced by layers of context and

12

a good understanding of this complexity in university content classrooms, and examining

faculties view on academic writing” will result in a successful academic writing

instruction (Zhu, 2004, p.45).

Researchers continue to debate the dimensions of academic language within

applied linguistics. Within this debate, there are many discussions in the area of laying

out students’ arguments, building their voices and ideas, linking students’ prior

knowledge and experience, and presenting a higher order of thinking in academic tasks.

Additionally, successful academic writing also includes clear exposition and an

appropriate relationship to one’s audience (Hyland, 2007). In this relationship, readers are

convinced or persuaded by the writers to see things in a way determined by the writers.

According to Schleppegrell & O’Hallaron (2011), over time academic writers set high

expectations for their students. Students need to build bridges between their prior

knowledge and experience and what is being learned. Students must move from simple to

complex expression of ideas, attain a higher order of thinking, and promote the usage of

academic tasks through meaningful tasks, in content and language learning.

Types of Academic Tasks

Academic genres vary both within and across academic disciplines. Within the

academic sphere, students are required to prepare a range of writing tasks. Depending on

the discipline, these could vary from essays, laboratory reports, case-studies, book

reviews and research proposals. Different genres can be constructed and evaluated in

different ways. Research has shown that such variation embodies different social

13

relationships between the reader and the writer as well as different values and beliefs

(Chang & Swales, 1999; Conrad, 1996; Johns, 2008).

In one of the earliest studies on students’ academic writing tasks, Horowitz (1986)

analysed 54 writing assignments from 29 courses taught in 17 departments. This study

identified seven categories of academic writing tasks expected of students: a summary of

or a reaction to a reading, an annotated bibliography, a report on a specified participant’s

experience, a connection of theory and data, a case-study, a synthesis of multiple sources,

and a research project. The study provided a clear idea of typical assessment tasks that

university students might face with respect to university writing. It can be a guide in

stimulating those tasks in English academic writing courses in Malaysia.

Overall, academic writing in specific disciplinary courses indicates that writing

serves different purposes in different courses (DasBender, 2011; Jordan, 1997; Zhu,

2004). Therefore, students need to assume different social roles in each writing

assignment, because the communicative principles are intricately intertwined with the

roles of the student, the context and purpose of writing. One survey looked at academic

writing from the beginning of undergraduate and graduate courses (Bridgeman &

Carlson, 1984). This survey examined 190 academic departments at 34 universities in the

United States and Canada with high foreign student enrollments. The study found that

disciplines with relatively light writing requirements (e.g., electrical engineering)

reported that only a few short writing assignments were required of first year students.

Longer research papers were commonly assigned in the areas of business, civil

engineering and psychology.

14

Additionally, it was found that faculty members evaluate their students’ writing based on

discourse level characteristics (e.g., paper organization and quality of content) rather than

at the word or sentence level, such as punctuation/spelling, sentence structure and range

of vocabulary. Even though some important common elements among the different

departments were reported, this study indicated that different disciplines do not uniformly

agree on the writing assessment tasks or on a single preferred criteria for evaluating

students’ assignments.

Raison d’être for the Workshop

L2 university students are expected to produce a range of writing genres during

their academic studies. However, what they need to know in order to succeed in their

academic writing is not always explained clearly to them. Therefore, providing a better

understanding of the range of written genres that students need to produce in an academic

setting is critically important.

Within the workshop, the activities provide students with various academic

writing tasks. Throughout the workshop, the activities prepare the students to be

rhetorically flexible, to be well versed in inquiry strategies, and to empower them to

develop an awareness of, and sensitivity to, academic contexts, texts and tasks their

courses or instructors require. These activities will help them excel in the academic

sphere and in their future careers.

15

Understanding Academic Language Challenges

As mentioned earlier, attending university for the first time can be a stressful

experience for many college and university freshmen (Dyson & Renk, 2006). College

readiness is important for all students progressing towards higher education and it is

crucial in determining student success. Previous studies on Malaysian students’ turnover

and adjustment have also reported that the transition from post-secondary school to

tertiary education can be stressful (Elias, Mahyuddin, & Uli, 2009) and academic

adjustment was found to be a predictor for academic success. It is reported that academic

adjustments are required for first year students to succeed in university (Elias et al.,

2009).

In most advanced countries, the central grade 11 and 12 English curriculum is

geared toward the development of students’ knowledge and skills needed either for

higher education or for the workplace (Australian Curriculum, Assessment and Reporting

Authority 2012; Ministry of Education, Ontario 2007). As secondary students at this

grade, they are allowed to select their course of choice; university preparation, university

or college preparation, college preparation or the workplace course route. In the academic

or college route, the courses were designed to equip students with knowledge and skills

needed to meet the entrance requirements for university programs. This will enable them

to succeed in higher education as the English courses are designed to equip them with

academic language skills (Australian Curriculum, Assessment and Reporting Authority

2012; & Ministry of Education, Ontario 2007). However, in Malaysia, English curricula

for these grades were designed for basic linguistic skills and knowledge. It was organized

16

in a manner to reflect the way English is used in society for everyday life in Malaysia and

memorizing of grammatical rules (Ministry of Education, Malaysia 2004). As a result,

many L2 Malaysian students are faced with linguistic as well as cognitive challenges

while pursuing tertiary education at English medium instruction universities

(Renganathan, 2000).

Generally, writing in the academic sphere is a new kind of writing for all

international students who now have to write exams or prepare coursework in English

(Bailey, 2006) and it involves transferring general skills of writing such as logical

organization, sentence structure, grammar and mechanics (Zhu, 2004). Short and

Fitzsimmons (2007) summarize the transition processes:

It should be understood that post-secondary L2s are still developing their

proficiency in academic English. Learning English at the same time as they are

studying core content areas through English. Thus, they must perform “double the

work” of native English speaking students in higher institutions. And, at the same

time they are being held to the same accountability standards as their native

English speaking peers. (p.1)

Understandably, academic writing is challenging for L2 students. Usually to write well in

a second language means successful development of L2’s written skills in the new culture

which is the academic culture. But, what does this “new culture” mean to these students?

In this respect, “students entering in this new culture need a specialized literacy that

consists of the ability to use discipline-specific rhetorical and linguistic conventions to

serve their purposes as writers” (Berkenkotter, Huckin & Ackerman, 1991, p.191). The

17

acculturation of this process involves the socio-cultural dimension of academic writing

and it is usually governed by the members of specific discourse communities (Zhu,

2004).

English Academic Challenges in Malaysia

In Malaysia, secondary school backgrounds are diverse. This diversity is from a

variety of races, Malay, Chinese and Indian, together with a multitude of ethno linguistic

groups speaking more than eighty languages in East and West Malaysia (Omar, 2004).

Small wonder then that Malaysia is one of the most complex linguistic communities in

the world. Despite many differences, these students attend elementary and secondary

school under one roof. Likewise, at the post-secondary level, they are expected to use

English for subjects across a range of disciplines. It is challenging and onerous for

students to acquire new knowledge while learning English at the same time. Also,

research has shown that ethnicity has a dramatic impact on a child (Yusof, 2008). Many

educators have recognized this challenge for L2 students. In fact in 1962, Birmingham

University appears to be the first institution to be seriously concerned about the needs of

international students (Jordan, 2002). Under this initiative, the university analysed

international students’ problems and developed appropriate teaching materials for their

students.

In Malaysia, research studies involving English academic and higher education

learners are relatively small. A study conducted on first year adjustment difficulties at

local public universities where Bahasa Malaysia is the medium of instruction, reported

academic problems such as difficulties in understanding textbooks written in English as

18

one of the main adjustment difficulties for students (Ahmad, Fauziah, Azemi, Zailani,

2002, cited in Elias et al. 2009). Also, Malaysian students at tertiary level are found to

have limited vocabulary knowledge, are weak at understanding long sentences or

sentences with difficult words (Nambiar, 2007), have limited critical ability to respond

appropriately to academic texts (Ahmad Mazli Muhamad, 2007) and lack the conventions

of academic writing (Krishnakumari, Paul-Evanson, & Selvanayagam, 2010 cited in

Musa et al.2012). In another study investigating 167 first year students’ reading and

writing skills while pursuing their studies in a Malaysian private university, where

English is the medium of instruction, revealed success in the Sijil Pelajaran Malaysia

(SPM) or the Malaysian Certificate of Education (MCE) is not an accurate indicator of

students’ proficiency in the English language (Renganathan, 2000). This study showed

that even students who excelled in this national examination were still weak in basic

linguistic knowledge. She concluded that this could be due to the skills gap between

higher learning institutions’ academic language expectations and what is emphasized in

schools. With respect to students studying abroad, this condition is more serious since

students have to compete with native speakers of English who usually have a strong

foundation in academic language.

A review of related literature on Asian students also reveals similar challenges in

adapting to English medium instruction. A study by Evans & Morrison (2011) of L2

students’ transition experience at a Hong Kong institution has reported the same

challenges. These were found to be weak in basic linguistic competency. Besides that,

academic writing was identified as the students’ principal source of difficulty among all

19

academic tasks when they were first year undergraduates. Four language-related

challenges were identified when adjusting to the demands of English medium education

in Hong Kong. These were: 1) uncertainty over their professors’ requirements, 2)

unfamiliarity with disciplinary genres and referencing, 3) inexperience in planning their

writing, and 4) inability to communicate their understanding of the subject using their

own academic prose.

In similar vein, I sought a better understanding of L2 students’ academic

challenges while studying abroad. This directed me to a study conducted by Leki (2007).

This research has contributed to a richer understanding of L2 undergraduates’ academic

writing experiences in American universities. Her study involved a detailed analysis of

four immigrant and international students. The findings pointed out that there was a

disconnection in practice between English as Second Language (ESL) courses, and

courses in a student’s major field. In addition, she argues that what was taught generically

as “writing” in ESL and first year composition courses, such as models of prose, notions

of invention, plagiarism and citation, is specific only to English and humanities courses.

She concluded that all the writing courses were irrelevant to the students’ academic

language requirements during their degree programs. Consequently, what seems more

important is determining success in the “socio-academic relationship” (p.264). This is

defined as “a category of social interaction with peers and with faculty that proved to be

critical to the students” (p.265). Instructors of L2 writing should talk with students more

about their priorities for learning and use their classroom as a place for students to

20

discover and explore ethnographically the literacy demands that await them in higher

education.

Another challenging area in academic writing is the use of sources to support the

writers’ voice, which is inevitable at university level. Many young L2 writers find citing

sources challenging, and textual plagiarism happens more often for this group than for L1

writers (Pecorari, 2003; Shi, 2004). Wette (2011) conducted an action research study and

identified a problem in citation by 78 undergraduate L2 writers who were in their second

semester or the second year of study. Over half (45) of the participants were from

Malaysia. This research began with a pre-course assessment followed by an eight-hour

unit on writing using sources and concluded with a post-evaluation of students’ progress.

A comparison of pre and post-unit scores revealed that students made rule-governed

choices when writing using sources. It was proven that many L2 writers had difficulty

extracting core or specific meaning from complex source texts. It will be even more

challenging for them to form macro-propositions about text content and to have a good

vocabulary of subordinate terms. There is another study which reported similar issues

such as plagiarism, knowledge of written academic genres, the absence of the student’s

own voice, coherence, and the linking of theory to practice (Phakiti & Li, 2011). This

study found that these issues prevailed not only at the undergraduate level but also at the

postgraduate level. To conclude, these limitations, as well as under-developed

disciplinary knowledge, can add up to a significant degree of difficulty for L2 students.

21


Based on the above literature review, there is clear evidence of problems in

English academic writing amongst Asian undergraduate L2 students. Many of these

empirical studies have implications for instructional design. The exploration of the

learning gap was achieved by studying the nature and the demands of academic writing,

identifying the challenges, and gaining understanding of how the education system

shapes the L2 learners.

Overall many students, especially L2 students, went through stages of the writing

process with limited knowledge of writing skills, limited exposure to the reading

materials of their discipline, and inadequate feedback (Maharsi, 2011). I have identified

three major challenges encountered by these students:

� Lack of awareness of the writing processes: understanding essay or

assignment requirements, planning, paraphrasing, organization of the essay,

and the proof-reading process.

� Lack of confidence in thought processes or their voice in writing to

communicate their knowledge and understanding using critical thinking

skills.

� Unfamiliarity with the nature of academic writing elements, disciplinary

genres, referencing and writing expectations.

On the other hand, these studies also indicate that the students can overcome their

literacy problems through a combination of strong motivation, hard work, effective

learning strategies, and supportive peer networks (Berman & Cheng 2010; Phakiti & Li,

22

2011). However, it is imperative for a student to be competent in language areas to cope

with academic demands and be ultimately successful in the academic sphere (Cumming,

1981; Ferris and Tagg, 1996; 1996b; Graham 1987; Sarudin, 1994; Zhao, 1993 cited in

Berman & Cheng, 2010) and first year adaption is requisite for success in university

(Elias et al., 2009). Using the information gathered in the analysis directs me to the next

section of literature review. Here I review research that defines critical thinking in writing

and discussions on L2 critical thinking conditions.

Analytical Writing through Building Critical Thinking

One of the important skills in academic writing—analytical writing involves the

use of critical thinking, the lack of which has been of concern for faculty members

(Elsegood, 2007). In recent years, critical thinking has become a subject for debate in

many educational circles. Most of the time, this skill is indirectly taught in the course of

teaching a particular subject. Today, the imparting of critical thinking skills takes centre-

stage. As such, educators have become more focused in teaching “thinking skills” of

various kinds in contrast to teaching information and content (Fisher, 2001, p.1).

As an L2 learner, I find it a challenge to develop my own style and voice in

writing, particularly in analyzing and evaluating arguments or ideas cogently and

coherently. I believe there is a reciprocal relationship between critical thinking and the

writing process. In light of this, I attempt a critical analysis by defining what critical

thinking is and its importance to academic writing.

23

What is Critical Thinking?

The meaning of critical thinking has been debated for at least one hundred years.

Fischer (2001) called this skill “reflective thinking” quoting John Dewey, an American

philosopher, psychologist, and educator who was widely recognized as the “father” of

modern thinking. Dewey defined reflective thought as:

“active, persistent and careful consideration of any belief or supposed form of

knowledge in the light of the grounds that support it and the further conclusions to

which it tends”. (Dewey, 1933, P. 9)

Dewey defined critical thinking as reflective thought which is to suspend

judgment, maintain a healthy skepticism, and exercise an open mind. He suggested that it

has both an intellectual and an emotional component. The term “critical thinking”, on the

other hand, is perceived as a process that is fundamental to all disciplines (DasBender,

2011). Fisher sees critical thinking as a means of examining and analyzing primary

resources in order to understand the context in which they were written. Thus, a student

must be taught to examine, analyse, question, and reflect on what he has learned. A

different insight into these definitions of critical thinking is the term “cognitive activity”

(Cottrell, 2005, p. 1). Cottrell defines critical thinking as a complex process of

deliberation which involves a wide range of skills and attitudes such as:

� Identifying other’s positions;

� Evaluating the evidence;

� Weighing up opposition arguments and evidence fairly;

24

� Recognizing techniques used to make certain positions;

� Drawing conclusions based on sound evidence and sensible assumptions; and

� Presenting a point of view in a structured, clear, well-reasoned way that

convinces others.

Ultimately, this process will be conveyed through speech and writing. These skills are

needed in making a structured argument, judging credibility of a source, making a

decision, and presenting one’s own voice. According to Cottrell, this voice needs to be

presented in a structured, clear, and concise way that convinces others. As a student in

higher education, critical thinking skills are deemed important to produce texts that are

intelligibly academic. But applying critical thinking to construct an individual voice is

not as simple as it appears (Alagozlu, 2007). These skills are also intertwined with other

elements such as culture, upbringing, and norms (Atkinson, 1997; Trans, 2011). Indeed,

Fox (1994) depicts clearly its relationship to socio-cultural elements as:

“Critical thinking” or “analysis” has strong cultural components. It is more than

just a set of writing and thinking techniques—it is a voice, a stance, a relationship

with texts and family members, friends, teachers, the media, even the history of

one’s country. This is why “critical analysis” is so hard for faculty members to

talk about; because it is learned intuitively, it is easy to recognize, like a face or a

personality, but it is not so easily defined and is not at all simple to explain to

someone who has been brought up differently” (Fox, 1994, p. 125).

25

On the whole, the ability to produce an individual voice was described as authorial

identity (Belcher & Hirvela, 2001). However, researchers have proven Asian L2

communication skills are lacking an individual voice and critical skills (Alagozlu, 2007;

Stapleton, 2002).

Critical Thinking in the L2 Context

In Malaysia, the education policy over the last three decades has resulted in the

inability of many post-secondary students to think critically (Ahmad, 1998). This is due

to the nature of the approach to teaching that was not designed to encourage critical

thinking but rather to allow students to memorize facts, which is a low-level of cognition

(Hussin, 2006). Based on previously discussed research, this situation will become more

critical and lead to atrocious conditions of English proficiency amongst L2 learners at

English medium instruction universities. As a matter of fact, recently, the Malaysian

Prime Minister has recognized this problem (Economic Planning Unit, 2006). Human

capital and upgrading the mentality and intellectual capacity of the nation have been

identified as the country’s top priority in the Ninth Malaysia Plan (March 26, 2006).

Following this Plan, all Malaysian public universities must introduce soft skills and

incorporate them in the undergraduate syllabus and one of the soft skills is critical

thinking skills (Shakir, 2009).

Research into critical thinking and academic writing in Malaysia is still very

limited. Only a few studies have investigated this particular area in relation to classroom

practices and student soft skill competencies (Hussin, 2006; Shakir, 2009). However,

26

there are numerous studies conducted to investigate the critical thinking of Asian students

studying abroad. One such study was conducted by Trans (2011). This study investigated

Chinese and Vietnamese international students from two disciplines namely, Economics

and Education, in displaying their critical thinking through disciplinary writing in an

Australian university. The researcher concluded the study with two fundamental points.

Firstly, the finding was congruent with other researchers that tend to challenge

generalization of Asian students as passive learners. Secondly, socio-cultural issues were

not the only factors that influence the development of critical thinking. I found this study

valuable especially in gaining deeper insights into L2 learners’ internal struggles in

displaying critical thinking through their writing.

In light of this, lecturers and supervisors from Western universities commented

that South East Asian students’ written work is lacking in argument, student work seems

to lack a clear critical focus, and sometimes is merely descriptive containing no argument

at all (Davies, n.d.). According to this study and the researcher’s past involvement at

incorporating critical thinking into his English for Academic Purposes (EAP) program, he

has been using a simple but effective approach to develop his L2 students’ language and

critical thinking skills simultaneously, regardless of their language proficiency levels. A

simple but effective approach to deconstructing, reconstructing and constructing ‘claims

and supports’ in spoken and written texts using diagrams to ‘map’ logical reasoning was

used. It seems that this framework offers a useful set of principles for teaching critical

thinking in EAP programs, and also has implications for cross-cultural teaching and

27

learning because it recognizes that approaches to knowledge construction differ from one

culture to another.

A recent study which sought to explore cultural differences in critical thinking

skills was conducted by Lun, Fischer & Ward (2010). This study compares critical

thinking performance between Asian and Western students. The result shows that there

was only a marginal significance between critical thinking and L2 academic performance.

Thus we note that critical thinking is positively related to students’ English proficiency. It

was found to predict L2 students’ academic performance after discounting their English

proficiency and general intellectual ability. In other words, it appeared that this skill had a

positive effect on their academic performance regardless of their cultural background.

Also, it confirmed that critical thinking appeared to be more of a linguistic issue rather

than a cultural issue.

In view of the literature review, it is evident that critical thinking is inextricably

linked to English language proficiency and not cultural differences. It is axiomatic that

language proficiency plays a very important role in students’ academic performance. If

the L2 students possess lower levels of English proficiency, they may be cognitively

loaded during their studies. Now it is clear that L2 transition academic challenges are not

merely language problems but also involve higher-order thinking skills. Therefore, a

smooth academic transition and a better understanding of the importance of these skills is

vital as it impacts student’s academic performance. Needless to say, it is essential for L2

learners to acquire these skills prior to and while studying in English language medium

universities abroad.

28


In the earlier literature review, I examined the nature of the academic writing

challenges faced by L2 students and concluded with a detailed discussion of critical

thinking which is an important skill in the academic sphere. The next question explores

learning to write for L2 students and how we can ensure that such learners write well

while preparing for a successful tertiary education.

We are well aware that writing effectively is a basic requirement for student

success in tertiary education. For native English speakers, this skill is acquired through

multiple opportunities to write across all subjects in school. In reality, L2 students have

limited opportunities to develop their writing skills in English across subjects. As L2

students, learning to write involves more than just writing alone. In general, there are

three fundamentals to second-language writing: a) features of the texts that they produce,

b) the composing process that they use while they write and c) the socio-cultural contexts

in which they write (Cumming, 2001). Based on the literature review above, L2 student

challenges are overcome by: having positive mindsets and habits and modification of

learning strategies through their experiences with writing, reading and critical analysis

which can serve as a foundation for effective writing at tertiary level (Berman & Cheng,

2010; Phakiti & Li, 2011). But as each secondary student may experience different

learning experiences and enroll in different disciplines at various institutions, it is almost

impossible for the course instructors to meet their diverse needs. My research on this

question has navigated me towards an “on the shelf” framework to make the learning

module more effective.

29

A recent project, conducted jointly by the Council of Writing Program

Administrators (WPA), the National Council of Teachers of English (NCTE), and the

National Writing Project (NWP) (2011), has shown that habits of mind and experiences

are central to success in tertiary education and beyond. The project identified these two

elements as the main factors in determining students’ success as they enter tertiary

education. It was also reported that standardized writing curricula or assessment

instruments that emphasize formulaic writing will not reinforce the habits of mind and

the experiences necessary for success, since students invariably encounter various writing

demands during their post-secondary education.

According to the above project, students who have these habits of mind and

experiences are well positioned to meet the writing challenges in the full spectrum of

English medium instruction and later in their careers. In this framework, habits of mind

refer to both intellectual and practical ways of approaching learning which will enhance

students’ success. The framework identified eight essential habits of mind for success in

college or university level writing:

� Curiosity—the desire to know more about the world.

� Openness—the willingness to consider new ways of being and thinking in the

world.

� Engagement—a sense of investment and involvement in learning.

� Creativity—the ability to use novel approaches for generating, investigating, and

representing ideas.

30

� Persistence—the ability to sustain interest in and attention to short and long-term

projects.

� Responsibility—the ability to accept ownership for one’s actions and understand

the consequences of those actions.

� Flexibility—the ability to adapt to situations, expectations, or demands.

� Metacognition—the ability to reflect on one’s own thinking as well as on the

individual and cultural processes used to structure knowledge.

The second part of this framework offers educators suggestions on how they can nurture

these habits of mind through writing, reading, and critical analysis experiences. Overall

these experiences aim to develop students’:

� Rhetorical knowledge—the ability to analyse and act on understanding of

audiences, purposes, and contexts in creating and comprehending texts;

� Critical thinking—the ability to analyse a situation or text and make thoughtful

decisions based on that analysis, through writing, reading, and research;

� Writing processes—multiple strategies to approach and undertake writing and

research;

� Knowledge of conventions—the formal and informal guidelines that define what

is considered to be correct and appropriate, or incorrect and inappropriate, in a

piece of writing; and

31

� Ability to compose in multiple environments—from using traditional pen and

paper to electronic technologies.

The above framework is adapted and adopted to guide the workshop in my

project. It presents a holistic approach and has been tested to be effective for success in a

post-secondary setting. It identifies the habits of mind and kinds of writing experiences

that best prepare students for success. This framework will prepare students for the

different challenges that are not only in academic demands but in many aspects of life

abroad. These challenges vary and are unique by country, university, and discipline that

students hope to pursue. Therefore, it is important to foster the right habits of mind

through writing and critical analysis in the workshop.

Conclusion

The present literature review identifies six key areas of English academic

language challenges faced by L2 students while studying at English medium universities.

Evidence from previous studies clearly indicates the six areas as follows:

� Difficulty in understanding essay or assignment requirements;

� Lack of awareness of the writing process;

� Lack of confidence in thought processes and presenting one’s own voice

in writing;

� Unfamiliarity with the nature of academic writing, its elements and

disciplinary genres and referencing;

� Lack of high-order thinking skills; and

� Inability to articulate arguments clearly.

32

It is my hope that the workshop presented in chapter three will improve

Malaysian post-secondary students’ college readiness, especially in the area of academic

writing and analytical thinking skills. In addition, I have included building a positive

mindset as one of the learning goals so that the students will have a strong inner being

and the fortitude to face the challenges of university life abroad.

33

Chapter Three

Introduction

This chapter outlines proposed learning intervention via workshop that emerged from the

literature review. It describes the rationale for learning goals, activities, performance

tasks and useful resources to address the six challenges faced by L2 students while

pursuing their studies in English medium universities.

This workshop is divided into two units. It is designed to achieve three main

learning goals: 1) enhancing academic writing and 2) developing analytical writing skills

through building critical thinking skills and 3) fostering positive mindsets.

Rationale

For L2 students learning, acquiring information and mastering new skills is a progressive

process. It takes time, discipline, practice and continuous effort to hone these skills. It is

obvious from research that there are many hurdles for L2 students in the English

language learning domain (Berman & Cheng, 2010; Evans & Morrison, 2011; Phakiti &

Li, 2011). In Malaysia, writing in English is a major challenge faced by L2 learners who

are transitioning from secondary school to post-secondary education (Fong et al., 2009).

This challenge occurs because of the current Malaysian education policy, and different

learning experiences due to geographical areas, religious practices and multi-linguistic

backgrounds which have an impact on students’ college readiness and level of English

proficiency (Musa et al.2012).

Also, as mentioned earlier, critical thinking is linked to English language

proficiency. Therefore, developing high-order thinking skills is deemed critical in

34

developing writing skills. Recognizing that, understanding what is critical thinking and

logical reasoning, analyzing texts and situations, and building criticism will help students

to develop their analytical writing.

Hence, remedial intervention at post-secondary level is essential in order to

improve students’ college readiness and thus improve their academic performance in

English medium universities. The workshop is designed as a bridge to reduce the gaps in

English academic and analytical writing among L2 students.

Overall Workshop Plan

This workshop is designed to be used as a training workshop or by individuals as

a self-study guide. The workshop is designed to achieve the learning goals outlined

above. It is planned in the following order: Session 1: Enhancing Academic Writing

Workshop and Session 2: Developing Analytical Writing through Building Critical

Thinking and Positive Mindsets.

Intended Audience

This workshop is intended for L2 learners in Malaysia who have graduated from

secondary schools and plan to pursue post-secondary studies in English medium

instruction. Ideally, it is to be used before the university preparatory course begins.

Although it is planned for Malaysian students, it can be used for students in other

international institutions with L2 learners.

Workshop Pre-requisites

Students must obtain at least an “A” grade in English in the Malaysian National

Examination or Band 6 for IELTS (the International English Language Testing System)

35

or a score of 79 in the TOEFL (Test of English as a Foreign Language) IBT Test to

attend the workshop.

Workshop Hours

The workshop is designed to be implemented over a two-day period. Each unit

requires at least six hours per session. A gap of two weeks is needed between the two

workshop sessions. This is to allow students to apply the new skills acquired and to give

sufficient time for the instructor before proceeding to the next session.

Learning Goals

There are ten activities in this workshop, all designed to accelerate the academic

transition of secondary L2 students with a focus on academic writing and analytical

thinking. In addition, each activity fosters a positive mindset in order to develop a more

resilient student. Each of the established learning goals in the unit supports the overall

objectives of the workshop. These learning goals are converted into specific performance

targets (performance tasks) in order to determine whether the objectives of the workshop

are achieved.

The goals and targeted performance tasks for each workshop are outlined below:

Session One: Enhancing Academic Writing Skills

This unit introduces academic writing genres, techniques, and tools of academic

writing. Students will achieve the following learning goals by performing the

accompanying tasks. The following table lists the tasks that students need to perform in

order to achieve the learning objectives on the left.

36

Table 1: Session One—Learning Goals and Expected Performance Tasks

Learning Goals Expected Performance Tasks

�� Know and understand the

meaning of academic writing

and its importance to

academic success

�� Define the meaning of academic writing

�� Identify and describe three possible language

and cultural challenges on arrival abroad and

�� List at least three writing challenges faced by

the student

�� Learn the 12 step writing

process - multiple strategies to

approach and undertake writing

and research by applying the

right knowledge of conventions

e.g., spelling, punctuation, and

grammar

�� Determine the 12 step writing process; identify,

sort, and order main ideas and supporting

details for writing tasks using a variety of

strategies; select the organizational pattern best

suited to the content and the purpose

� Maintain a systematic record for data storage

and retrieval

� Use the bibliography worksheet correctly

�� Revise text by editing and proofreading their

written work and their peer’s written work by

applying the right conventions

�� Develop rhetorical

knowledge

- The ability to analyse and

act on understanding of

audience, purposes, and

contexts in creating and

comprehending texts

�� Identify and analyse texts in terms of the

information, ideas, issues, and themes correctly

e.g., personal narrative, descriptive essay,

response paper, analytical or critical writing

37


- Learn and have the

opportunity to practice

key rhetorical concepts

such as audience,

purpose, context, and

genre through writing and

analysis of a variety of

types of texts (nonfiction,

informational,

imaginative, printed,

visual, spatial and

auditory

�� Write an academic letter—identify the topic,

purpose, and audience for a variety of writing

tasks

�� Shape ideas, concepts, and present arguments

with coherence and clarity

� Learn about writing

conventions – the formal

and informal guidelines that

define what is considered to

be correct and appropriate, or

incorrect and inappropriate,

in a piece of research writing

(American Psychological

Association-APA, Modern

Language Association-MLA)

such as:

- Plagiarism;

- Right behavior of an

�� Understand the ethics of scholarly work:

- Know how to paraphrase and cite properly

following particular disciplinary styles

- Explain the meaning of plagiarism and

explain the consequences of it

� Respond to writing tasks and assignments by

using editing, proofreading skills and

knowledge of language conventions, to correct

errors, and refine written work

� Regularly proofread and make necessary

corrections on their writing

�� Identify at least three examples of right

behavior of an ethical writer

38


ethical writer; and

- Effective use of

either APA or MLA

style documentation

in research papers

�� Correctly use and apply either APA or MLA

style documentation in research paper

39

Session Two: Developing Analytical Writing through Building Critical Thinking

Skills and Positive Mindsets

This unit emphasizes analytical thinking skills and positive mindsets in academic

writing that are necessary for success in academic and daily life. In this unit students will

achieve the following learning goals by performing the accompanying tasks.

Table 2: Session Two—Workshop Learning Objectives and Expected Performance

Tasks

The following table lists the tasks that students need to perform in order to achieve the

learning objectives on the left.

Learning Objectives Expected Performance Tasks

Understanding Critical Thinking

- Acquire a working

understanding of what critical

thinking is and recognize

some of the benefits and

barriers related to critical

thinking

�� Write and explain a short critical analysis

based on personal experience or prior

knowledge

�� Assess own current understanding of critical

thinking by identifying barriers to critical

thinking and identifying areas for

improvement

Analyzing Text/Situation

- Acquire skills to analyse and

evaluate a situation or text

and make logical decisions

based on their analysis,

through their writing,

reading, and research

�� Identify, plan and write texts, informed by

research, for various purposes and audiences

�� Use secondary information sources from texts to

understand how they influence the presentation

of ideas, issues, and themes in texts

�� Able to support ideas or positions, illustrate

alternative perspectives and provide additional

information

40


� Building Valid Judgement

- Create texts for various

purposes that are informed

by research e.g.,

arguments, supporting

ideas or positions,

illustrate alternative

perspectives and provide

relevant information

�� Able to analyse texts in terms of the

information, ideas, issues and provide evidence

to support their analysis

�� Shape ideas and concepts and present

arguments with coherence and clarity and

�� Write the thesis statement correctly

- Anticipate and counter

arguments with proper

supporting ideas

�� Critically evaluate sources for credibility, bias,

quality of evidence and quality of reasoning

Provide constructive feedback to peers on work

in progress by working with a partner or as a

group e.g., make a personal response to peers’

ideas, express opinions about an event, make

specific suggestions for improvement with

confidence

�� Learn the eight essential

habits of mind for success in

college writing; curiosity,

openness, engagement,

creativity, persistence,

responsibility, flexibility, and

metacognition

�� Describe the eight essential habits of mind for

success in college writing

�� Assess own current habits of mind and identify

areas for improvement

�� Apply the eight habits of mind in your

academic life

41


�� Create texts for various

purposes that are informed by

research e.g., argument,

supporting ideas or positions

Illustrate with alternative

perspectives and provide

relevant information

�� Demonstrate understanding of a variety of

texts to suit purpose, readers, situation and

how it can be achieved by providing relevant

information and

�� Actively participate in learning sessions by

contributing ideas and opinions on an ongoing

assessment

�� Know the difference

between topic and thesis

statement

�� Able to explain the difference between topic

and thesis statement

�� Work collaboratively, brainstorm critically,

identify and improve the assigned essay

�� Identify and define a problem in thesis

statement and

�� Anticipate and counter arguments with proper

supporting ideas

42

Overview of Activities

Each workshop begins with a brief introduction, followed by a presentation of its

content and the expected outcomes. This is achieved by using Microsoft Power Point

slides which present more detailed issues addressed in the learning unit. The workshop

topics, activities and estimated duration of the units is summarized below.

Session One: Enhancing Academic Writing Skills

Topics Activities Estimated

time

Introduction/Icebreaker � Ice breaker activities

� Discussion

15 minutes

Language and cultural

challenges while studying

abroad

� Short video on challenges while

studying abroad

� Group discussion

40 minutes

Introduction to the writing

process: 12 steps in academic

writing

� Lesson and discussion 60 minutes

Rhetorical knowledge

� Brainstorm on the function

of each writing sample


60 minutes

Ethics in academic writing

� Video show on avoiding

plagiarism

� Discussion on the consequences

of plagiarism

40 minutes

Citations in academic writing � Lesson on different types of

citation styles: 60 minutes

43


time

- Modern Language Association

(MLA)

- American Psychological

Association (APA),

� Discussion: Steps in the use of

citations

� Citation writing and

paraphrasing activities

Academic writing assignment

� Individual activity: writing

academic paper

� Peers’ writing assessment


� Brainstorming

70 minutes

Wrap-up � Discussion- Learning debrief 15 minutes

44

Session Two: Developing Analytical Writing through Building Critical Thinking

and Positive Mindsets


time

Introduction/Icebreaker

� Icebreaker activities

� Recap of previous session

� Dissemination of Assignment 1

feedback

� Discussion

20 minutes

Introduction to critical thinking

� Self-reflection: short critical

analysis


� Explaining the meaning of

critical thinking and the

challenges that hinder the

application of this skill

75 minutes

The eight good habits of mind

for success in college writing

and daily life.

� Teaching and discussion

� Plotting the eight good habits vs.

personal habits


80 minutes

Link between critical thinking

and academic writing

� Using samples of academic

assignments, instructor will

brainstorm and discuss the

expectations for each assignment

� Guided reading assignments

60 minutes

45


time

Rhetorical functions in

academic writing

� Recap of rhetorical functions

� Writing argumentative ideas

or views

� Discussion

60 minutes

Application of critical thinking

skills in writing

� Class activities: writing a five

minute paper 60 minutes

Wrap-up Discussion- Learning debrief 15 minutes

Delivery and Methodology

Learning activities in this workshop focus on a blended learning approach. This

includes a mixture of audio-visual presentations, interactive discussions between

instructor and small group work based on a variety of materials and exercises and

followed bu online learning activities after the workshop. Students are also required to

complete three pieces of writing during the workshop session and one take home writing

assignment. They are encouraged to proofread and peer-proofread their writing based on

the checklist provided during the workshop. The marked written assignments will be

returned during the second session. A collective feedback will be given during the first

part of this session. In addition, students are given suggestions for a self-study plan. A

range of questions is included to encourage the students to reflect and apply specific

skills

46

Suggestion for Further Development

The workshop has been created to develop students’ academic writing along with

structural approaches to thinking and writing. However, students may not be able to

effectively develop writing and critical thinking skills within such a short time frame.

Because developing these skills requires a longer period of time, resources such as online

reading, practice exercises and activities, and books are recommended for self-directed

learning. This will ensure students develop their skills over the long term in a consistent

and practical way.

47

THE WORKSHOP

Section One: Enhancing Academic Writing Workshop

Workshop Description:

This interactive six-hour workshop aims to increase the effectiveness of L2 academic

writing skills and to develop their confidence as writers. This is done by using a blended

learning approach that will develop their ability to write for an academic audience clearly

and effectively. The ethics of scholarly work and avoiding plagiarism are also included in

this unit. Lectures, discussions, brain-storming, reflection, and peer feedback will

augment these learning opportunities.

Activity Plan

1. Laying out the objectives and expectations

� Conduct an icebreaker

� Give students five minutes to write four or five of their learning goals for

academic writing. After they have written these, ask the group to share their

answers.

� Highlight and discuss the learning goals and why they are important for success

in tertiary education.

Teaching material: Refer to slide #2

48

2. Life Abroad- Challenges

� Activity 1

- Watch a video clip on challenges while studying abroad

- In groups of five, ask students to identify three problems and solutions

mentioned by each speaker in the video.

- Ask each group to share discussion outcomes.

� Instructor summarizes and explains those views to the class.

Teaching material: Refer to slide # 3.

Video clip link : Challenges While Studying Abroad by University of

Southampton/UKCISA, 2008-2012.

http://www.prepareforsuccess.org.uk/the_language_challenge.html

3. Introduction to Academic Writing

� Activity 2: Identifying Writing Challenges

- Discuss the challenges faced by L2 learners.

- Compare research evidence vis-à-vis students’ learning goals and their

current experiences.

- Encourage students to share their writing challenges.

�� Introduce the 12 step writing process. Refer to slides #6-8.

�� Explain the importance of maintaining a systematic record for data storage and

retrieval while conducting research work.

Teaching material: Refer to slides # 4-8.

Handout: The Writing Process Handout and Bibliography Worksheet

49

4. Rhetorical Knowledge

� Students learn the rhetorical functions of academic writing. This is achieved by

using examples from academia.

� Activity 3: Genres and their function

- Ask students to identify a variety of contexts or genres, e.g., personal

narratives, descriptive essays, response papers, and analytical writings.

� Activity 4: The process of writing assignments in your home country and

abroad

- Ask the students to find out, and compare their writing assignments with

those from a university in another country, e.g., the United Kingdom (UK).

Use three questions in slide #14 for this purpose.

- Present the UK writing assignment experience and then discuss students’

writing experience in their home country.


5. Ethics in Writing

�� Watch a short video clip on “Ethics in Writing”.

�� Ask students for their views on plagiarism. Check students’ understanding and

make its consequences clear.

�� Discuss effective techniques used in paraphrase writing.


50

Video clip link : Avoiding Plagiarism by Learning Commons, Queen’s

University, Kingston Canada

http://library.queensu.ca/qlc/video/Avoiding_Plagiarism/Avoiding_

Plagiarism.html

6. Citation of Reference Books and Manuscripts

� Introduce students to different types of citation styles: American Psychological

Association (APA), Modern Language Association (MLA), and Chicago Manual

of Style.

� Briefly explain the American Psychological Association (APA) style, i.e., what

is APA, who uses this style and expectations surrounding its use.

� Use the bibliography worksheet and APA Publication manual and lead students

through the citation process.

� Activity 5: Citation Exercise

- Ask students to write citations based on slide # 22.

- Show students the answers in slides #23 and 24.

Teaching material: Refer to slides # 18 – 24.

Handout: Bibliography worksheet handout.

51

7. Writing the Academic Statement

� Conclude and revisit all the topics covered in the unit.

� Activity 6: Writing an Academic Article

- Conduct an academic writing assignment by administering a Writing Task 1

sample from International English Language Testing System (IELTS).

- Show the sample answer for the assignment. Ask the class to fill in the

blanks for the model answer.

- Get students to work in pairs. Ask them to read their fellow students’ written

work and give feedback based on what they have learned.

� Conclude the course by taking questions from students.

� Distribute the writing assignments.

Teaching material: Refer to slide # 25

Handout: Writing Pack 1 and Writing Pack 2. Students are required to submit them

within a week via e-mail.

Workshop Resources

Materials distributed to students include the Workshop Teaching Aids—Power Point

Slides for Session 1, Collection of Resources–Websites, Online Activities and

Recommended Books List (see Appendix A and B).

52

THE WORKSHOP

Section Two: Developing Analytical Writing Skills

through Building Critical Thinking and Positive Mindsets

Workshop Description:

This interactive six-hour workshop will emphasize the development of L2 analytical

writing skills by building critical thinking skills and developing positive mindsets. The

holistic blended learning approach will enable the students to develop critical thinking

skills, make thoughtful decisions, and present their own voices through their writing.

Lectures, discussions, brainstorming, reflection, and peer feedback will enhance their

thinking skills and mindset.

Activity Plan

1. Laying Out the Session Objectives and Expectations

� Conduct a revisit session on the previous workshop.

� Ask students to share their academic writing experiences and feedback on

Assignment 1.

� Provide feedback on the previous writing assignments.

� Discuss the course objectives and the requisites for success in tertiary

education.

Teaching material: Refer to slide #2.

53

2. Short Critical Analysis

� Activity 1

- Ask students to write a short but critical essay on the following

question:

“What are your views toward what it means to live abroad?

What specific matters do you have to pay attention to in order

to be a successful undergraduate studying abroad?”

- This ten minute task is assigned at the beginning to assess students’

critical thinking about their personal experience. Students will

review their experience at the end of the workshop to gauge

changes in their thinking as a result of the learning process.

- Ask a few students to voluntarily share their write-up.

� The instructor summarizes and reflects upon students’ responses.


3. Introduction to Critical Thinking

� Introduce the components of success in the academic sphere and discuss

some of the common barriers to critical thinking. In this part of the

workshop, students will be introduced to the eight good habits of mind

for success in college writing and daily life.

54

� Activity 2

- In order to enable students to assimilate new concepts and knowledge, ask

them to map the eight good habits of mind in opposition to their current

practices or habits.

- Within the assigned groups, ask students to discuss their mapping.

Teaching material: Refer to slides 3-11.

4. Link Between Critical Thinking and Academic Writing

� Explain and discuss the link between critical thinking and academic writing.

� Guide students through the given assignment. This is done by carefully and

critically reading the assignment. At the same time, the instructor emphasizes

the importance of using probing questions in academic writing.

Some of the possible questions are as follows:

- How do you critically analyse and evaluate the type of critical thinking

being used? Is it by making comparisons, problem-solving, describing

cause and effect or by using the evaluating method?

- What is the lecturer looking for in a critical piece of writing?

- If you want to say something that is new or unusual, or which your

lecturer may disagree with, how do you make sure you have extra

evidence and support?

- How do you provide an argument that supports your claims?

55

- How do you link what you are saying to the overall field of the

discipline?

- Why is this essay topic worth writing about? What makes it particularly

significant?


Handout: Reading Assignment Pack 1.

5. Rhetorical Functions in Academic Writing: Critical and

Reflective Writing

� Ask student to work on the subject of the rhetorical functions.

� Explain and give examples of critical and reflective writing.

� Activity 3

- Using the guided critical thinking checklist in slide #15, stimulate

student thinking by connecting course concepts with the subject area.

- Ask students to apply the guided critical thinking strategies in their

response to the question: “Discuss possible solutions to enhance

financial literacy in Malaysia?”

- Encourage students to make argumentative ideas or views. Student

thinking will be further reinforced by assessing an example of their

written submissions.

Teaching material: Refer to slide # 15 to 18.

Handout: Reading Assignment Pack 2.

56

6. Application of Critical Thinking Skills in Writing: Writing a Five

Minute Paper

� Activity 4

- In the first section of the course wrap-up, ask the students to

reflect and make a free writing journal entry on “What is

currently puzzling you?”

- Encourage students to voluntarily share their written papers with

the class.

- Ask the students to recall and compare their writing at the start of

the course and after the course (now). Ask them to assess how

their thinking has changed after the course.

� Ask students to identify an action plan on how they can improve their

critical thinking skills related to the eight habits of mind.

Workshop Resources

Materials distributed to students include the Workshop Teaching Aids–Power Point

Slides for Session 2, Collection of Resources—Websites, Online Activities and

Recommended Books List (see Appendix C and D).

57

Chapter Four

Learning Reflection

I believe strongly in continuous reflection and evaluation in the learning process. The

dissemination of learning will not be effective unless I critically reflect on my project.

The literature review has revealed that L2 students pursuing their studies in tertiary

education will be constantly challenged in the domain of academic language. Certainly,

this journey is more demanding in unfamiliar environments and in new learning areas.

The situation is doubly challenging when students are unable to find sufficient support

within the institution. On a personal note, my journey to complete this M.Ed. program

was fraught with difficulties, but rewarding and rich with new learning experiences. My

first term in university abroad was like going back to square one, especially in dealing

with academic writing. I had to unlearn and relearn new things. At that time, I felt like I

was running against the clock.

Some noticeable challenges encountered were derived from developing my

critical thinking, putting my voice down on paper, and switching my thinking from my

native language to that in English. Citing references and paraphrasing were also areas that

were challenging for me. Overall, this challenge had a profound impact on my learning

journey as an L2 student in higher education. I began to understand myself better, learned

to identify academic expectations and by trial and error learned where and when to seek

help. Having a supportive supervisor, peers, the Writing Centre, and the International

Student Centre were crucial to my education and my mental development. In my

58

situation, I was delighted to have a supportive supervisor and mentor who understood my

predicament and guided me throughout the challenging journey.

Today, I understand that writing is a “process”. It is a process of drafting,

refining, rewriting, and rewriting again, until I feel confident and know that I have

achieved the desired result. There are no shortcuts in producing a sound paper, especially

for L2 students. However, with hard work and a great deal of determination, and proper

techniques of writing, I believe that students can improve their writing and thinking skills

and thus excel in their studies.

As I write my last word for my final project, I am glad to know that the Malaysian

government has committed to promote the use of English in schools. By 2016, the

government will implement its proposal to make it compulsory for SPM examination

candidates to take and to pass the language. Hopefully this proposal will improve the

English language proficiency of its citizen.

59

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70

Appendix A

Teaching Aids : Power Point Slides for Session 1—“Enhancing Academic Writing

Workshop”

This section contains slides for session one of the workshop. The instructor may change

and customize the content based on the participants’ unique experience and activities

71

Slide 1

Creating Success in Academic Writing:

From Secondary to Higher EducationEnhancing Academic Writing Workshop

Session 1

Slide 2

Learning Goals

Know the meaning of academic— writing and its importance to academic success;

Develop rhetorical knowledge the ability to analyze and act on understandings of audiences, purposes, and contexts in creating and comprehending texts; and learn and have the opportunity to practice in academic writing

Learn the writing processes — multiple strategies to approach and undertake writing and research-The 12 step writing process

Learn about knowledge conventions — the formal and informal guidelines that define what is considered to be correct and appropriate, or incorrect and inappropriate, in a piece of research writing

1

2

3

4

72

Slide 3

Challenges While Studying Abroad

What are the possible academic and

cultural challenges for students studying abroad?

Activity: In groups of five, identify three problems and solutions mentioned by each speaker.

University of Southampton/UKCISA, 2008-2012. Available from: http://www.prepareforsuccess.org.uk/the_language_challenge.html

Slide 4

Definition of Academic Writing

“Academic language refers to the disciplinary registers that students encounter in secondary years, and using academic language for advanced proficiency in complex language across subject areas”.

(Schleppegrell & O’Hallaron, 2011, p.3)

73

Slide 5

Academic Writing Challenges(An Empirical Research Evidence)

� Unaware of the writing processesUnderstanding essay or assignment requirements, planning, paraphrasing, and organizing the essay and the proofreading process.

� Lack of confidence in thought processes orstudent voice; the ability to communicate their understanding and synthesize their knowledge using critical thinking skills.

� Unfamiliarity with the nature of academic writing elements- disciplinary genres, referencing, and writing expectations.

Slide 6

What is the process of writing?

No Task Skill Needed Product

1 Read the question or review andunderstand what you are required to do. Think about the subject, the purpose and the audience.

� Thinking academically Subject

2 Think about what you know about the subject. Record your thoughts.

� Brainstorming Diagrams or notes

3 Go to the library and find relevant books or articles.

� Library/research skills Reading list

4 Find the books on your reading list - if you have one - and study them.

� Reading skills: skimming and scanning

List of materials studied

5 Make notes on these books and articles.

Record full bibliographical details of the materials you use.

� Reading in detail, selecting

and noting

� Taking notes, paraphrasing/summarising

Notes

Source: http://www.uefap.com/writing/writfram.htm

Where do I start?

74

Slide 7

What is the Process of writing?


6 Organise your piece of work. �Planning organisation Plan.

7 Type or write your first draft. �Writing from notes

�Synthesis

�Writing paragraphs

�Typing/word-processing

First draft.

8 Discuss your first draft informally with

friends, other members of your class, and your lecturer if possible.

�Speaking skills

� Listening skills

�Discussion skills

List of

revisions/changes.

9 Revise your first draft, bearing in mind

any comments that were made in your discussions. Go back to the first draft if

necessary; produce your second draft.

�Use of dictionaries and

reference books

� Introduction & conclusion

�Quoting/writing a list of references

Second

draft.


Where do I start?

Slide 8 Where do I start?

What is the process of writing?


10 Proofread your draft. � Checking for spelling, mistakes checking, punctuation, and grammar

� Checking vocabulary use

� Checking style

� Checking organisation, references etc.�Checking for plagiarism

Writing with edited changes.

11 Produce an edited

typed version.

�Typing/word-processing

�Writing title/contents page

Final piece

of work.

12 Review. �Final check Submit.


75

Slide 9

Rhetorical Functions in Academic Writing

Definition:

“The art of speaking or writing effectively;It is the study of principles and rules of composition formulated by critics of Ancient times”.

Source Merriam-webster: Retrived from: http://www.merriam-webster.com/dictionary/rhetoric

It involves :

• writing or speaking as a means of communication or persuasion.

• effective use of speech.

Slide 10


Examples of text and language:

Descriptive

• Describing objects, locations, structures & directions

• Reporting & narrating

• Defining

• Writing instructions

Critical

• Arguing & discussing

• Evaluating other points of view

• Comparing & contrasting: similarities & differences

• Expressing degrees of certainty

• Expressing reasons & explanations/cause and effect

• Providing support

• Drawing conclusions

• Recommendations

Reflective

• Writing reflectively

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Slide 11

The liver is the largest organ in the body. It weighs a little

more than three pounds in an adult. It is wedge-shaped and

is situated under the diaphragm, mostly on the left side of

the body, where it is protected by the lower ribs. Somewhat

like an intricate chemical factory, the liver takes the

particles of glucose (which come from digested starches

and sugars) and changes them into another kind of

carbohydrate called glycogen, which it then stores. When

the body needs sugar, the liver turns the glycogen into

glucose again and sends it to the bodily tissues through the

bloodstream.


Examples of Text and Language: Describing

Slide 12


Examples of Text and Language: Reporting /Narrating

Source: http://www.nytimes.com/2012/07/31/science/flu-that-leapt-from-birds-to-seals-is-studied-for-human-threat.html?_r=1&ref=science

77

Slide 13

Average

A number that is calculated to summarise a group of numbers. The most commonly used average is the mean, the sum of the numbers divided by however many numbers there are in the group. The median is the middle value in a group of numbers ranked in order of size. The mode is the number that occurs most often in a group of numbers. Take the following group of numbers: 1, 2, 2, 9, 12, 13, 17

• The mean is 56/7=8,

• The median is 9,

• The mode is 2


Examples of Text and Language: Defining

Economics

The “dismal science”, according to Thomas Carlyle, a 19th-century Scottish writer, has been described in many ways, few of them flattering. The most concise, non-abusive, definition is the study of how society uses its scarce resources.

Source: http://www.economist.com/economics-a-to-z/e

1

2

Slide 14 Understanding Assignment Writing (abroad versus home country)

Activity In this activity you are going to find out what assignment

writing might possibly look like in universities in the UK

by thinking about assignment writing in your home

country first and then comparing them.

StatementTrue about my

assignment in myhome country

Not true about assignment in my

home country

I sometimes have to work with other students on

group assignments.

I always need to include a reference list at the end

of my written assignments.

I need to show critical analysis in the assignments I

write.

Modern Languages, at the University of Southampton (2008-2012). Retrieved from: http://www.prepareforsuccess.org.uk/understanding_course_assignments.html

78

Slide 15

Learning Recap- DiscussionStatement UK Institution

I sometimes have to work with other students on group assignments.

• Collaborative assignments are occasionally set by tutors in the

UK. These may involve several stages and include a joint report produced by all group members or an oral presentation.

• Working on group assignments can help students develop important collaborative skills and learn how to produce and organise more complex pieces of work together.

• These are skills which are also important in professional life.

I always need to include a reference list at the end of my written assignments.

• It is essential to include a reference list (or sometimes a bibliography) at the end of an assignment if you have referred to any source material (ideas or arguments from books or journal articles).

• This should provide full details of all the source material you have used to write the assignment.

I need to show critical analysis in the assignments I write.

• Being able to demonstrate skills in critical analysis is important in

all university courses in the UK. • Students studying science subjects will need to analyse data and the results of experiments to produce findings and draw

conclusions. • Students studying arts-based subjects will need to refer to and critically evaluate research conducted by others as well as provide their own thoughts and opinions about academic questions.

• They will then need to refer to research to support the point they wish to argue.

Modern Languages, at the University of Southampton (2008-2012). Retrieved from: http://www.prepareforsuccess.org.uk/understanding_course_assignments.html

Slide 16

Lunch break

79

Slide 17

Ethics in Academic Writing

Source: Queen’s University, Writing Centre. Available from: http://library.queensu.ca/qlc/video/Avoiding_Plagiarism/Avoiding_Plagiarism.htm

Slide 18

Paraphrasing Tips

� Have you tried changing a few words to synonyms? This is not enough, you need to make your own sentences.

� Have you included exact sequences of words from the original? Be sure to use quotation marks if you use a direct quote.

� Re-write again and again to make your own sentences.

� It is important to make sure you retain the meaning of the original as you are required to present the author’s work accurately.

80

Slide 19

Citations in Academic Writing

Three types of citations:

� American Psychological Association (APA)

� Modern Language Association (MLA)

� Chicago Manual of Style

Slide 20

What is APA Style?

� It is the organization of written communication that indicates the source of the facts, ideas, and materials.

� In APA it indicate the following:

� the organization of content

� writing style

� citing references

� how to prepare a manuscript for publication in certain disciplines

81

Slide 21

Uses of APA

It describes rules for the preparation of academic writing for writers and students in:

� Social Sciences, such as Psychology, Linguistics, Sociology, Economics, and Criminology

� Business

� Nursing

Slide 22

Mixed References Exercise

Write a list of references for an essay from the information given below.

i. Someone named Andy Gillett wrote this web page, which is very useful, and he worked at the University of Hertfordshire. It was published on May 6th this year. The title is: Using English for Academic purposes. The URL is http://www.uefap.com/ and I copied some information from it for this exercise on Sunday November 7th at 11.00 at night.

ii. This was published in 1991 in Oxford and is a book by Professor John Sinclair. The title of the book is: Corpus, concordance and collocation and the publisher was Oxford University press.

iii. This small book is called: Learning Purpose and Language Use. It was written by Henry George Widdowson and published in 1983. Like all his books it was published in Oxford by Oxford University Press.

iv. An article in the journal: Applied Linguistics. It was written in 1985 by E Bialystock and M Sharwood-Smith. The title of the article is: Inter language is not a state of mind: An evaluation of the construct for second-language acquisition. It was published in volume 6 and it is from page 101 to page 117.

Gillett, A. (2012, August 1st). Using English for academic purposes: A guide for students in higher education. Retrieved on August 1st, 2012, from http://www.uefap.com/

82

Slide 23


i. Someone called Andy Gillett wrote this web page, which is very useful, and he worked at the University of Hertfordshire. It was published on May 6th this year. The title is: Using English for Academic purposes. The URL is http://www.uefap.com/ and I copied some information from it for this exercise on Sunday November 7th at 11.00 at night.

Gillett, A. (2005, May 6th). Using English for academic purposes. Retrieved November 7th, 2005, from http://www.uefap.com/

iii. This was published in 1991 in Oxford and is a book by Professor John Sinclair. The title of the book is: Corpus, concordance and collocation and the publisher was Oxford University Press.

Sinclair, J. (1991). Corpus, concordance and collocation. Oxford: Oxford University Press.


Slide 24


iv. This small book is called: Learning Purpose and Language Use. It was written by Henry George Widdowson and published in 1983. Like all of his books it was published in Oxford by Oxford University Press.

Widdowson, H. G. (1983). Learning Purpose and Language Use. Oxford: Oxford University Press.

v. An article in the journal of Applied Linguistics. It was written in 1985 by E Bialystock and M Sharwood-Smith. The title of the article is: Inter language is not a state of mind: An evaluation of the construct for second-language acquisition. It was published in volume 6 and it is from page 101 to page 117.

Bachman, L. F. & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press.Bialystock, E. & Sharwood-Smith, M. (1985). Inter language is not a state of mind: An evaluation of the construct for second-language acquisition. Applied Linguistics, 6, 101-117.


83

Slide 25

Academic writing exercise

You should spend about 40 minutes on this task.

Machine translation (MT) is slower and less accurate than human translation and there is no immediate or predictable likelihood of machines taking over this role from humans.

Do you agree or disagree?

Write at least 250 words.

84

Appendix B

Section One Workshop Resources

The 12 Step Academic Writing Process

Steps Task

1

Read the question and understand what you are required to do. Think about

the subject, the purpose, and the audience.

2 Think about what you know about the subject. Record your ideas.

3 Go to the library and find relevant books or articles.

4 Find the books on your reading list, if you have one, and study them.

5

Make notes on these books and articles. Record full bibliographical details of

the materials you use.

6 Organise your piece of work.

7 Type or write your first draft.

8

Discuss your first draft informally with friends, other members of your class,

and your lecturer if possible.

9

Revise your first draft, bearing in mind any comments that were made in your

discussions. Go back to the first draft if necessary. Produce your second draft.

10 Proofread your draft.

11 Produce a final typed version.

12 Review the document a final time.

Adapted from: http://www.uefap.com/writing/writfram.htm

85

Bibliography Worksheet

Key highlights in writing a bibliography.

1. Make a list to keep track of ALL books, journals, magazines, and websites you have

read.

2. Create a workable record of your data. You may use the bibliography for record keeping

or RefWorks.

3. Write down, photocopy, or printout the following information for each source you find.

86

Writing Practice Pack

This pack consists of two assignment packs: 1) activity during the course, and 2)

assignment packs to be given to students to write at home.

Writing Pack 1

You should spend about 40 minutes on this task.

Machine translation (MT) is slower and less accurate than human translation and

there is no immediate or predictable likelihood of machines taking over this role

from humans.

Do you agree or disagree?

Write at least 250 words.

ITING

87

Read the following sample answer.

Complete the answer by filling the gaps with a word or phrase from the box below.

on the contrary for instance especially because

for these reasons in order to it is true of course

similarly however it seems to me for example

It is true that there have been great advances in technology over the last forty years.

................................ the use of mobile phones and e-mail communication are common

these days. ................................machines that translates from one language to another are

still in their early stages.

............................................ that a machine could never do as well as a human,

..................... when it comes to interpreting what people are saying ............................

Machines can translate statements such as “Where is the bank?” but even simple

statements are not always straightforward ..................................... the meaning depends on

more than just words. .....................the word “bank” has a number of different meanings in

English. How does a translating machine know which meaning to take?

........................................... understand what people are saying, you need to take into

account the relationship between the speakers and their situation. A machine cannot tell the

difference between the English expression “Look out!” meaning “Be careful!” and “Look

out” meaning “Put your head out of the window”. You need a human being to interpret the

situation.

88

.................................... with written language, it is difficult for a machine to know how to

translate accurately ......................... we rarely translate every word........................, we try

to take into consideration how the idea would be expressed in the other language. This is

hard to do ........................... every language has its own way of doing and saying things.

........................I feel that it is most unlikely that machines will take the place of humans in

the fields of translating and interpreting. If machines ever learn to think, perhaps then they

will be in a position to take on this role.

Source: © IELTS Exam Preparation 2007, IELTS Sample section in

http://www.ielts‐exam.net

89

WRITING PACK 2

You should use the 12 step academic writing process for this task.

Promoting financial prudence as an essential skill from an early age is

important.

Discuss your views and give your own opinion.

Give reasons for your answer and include relevant examples from research evidence and

cite the sources using the correct APA citation format. Write at least 1000 words. Submit

your work one week after the end of the course to your instructor via e-mail.

90

Academic Writing Assessment Tool

The IELTS Writing Task 2 Rubrics will be a useful assessment tool when assessing

students’ written work for this course. It is an assessment tool that clearly indicates

marking criteria for academic writing tasks. This tool can be printed out and given to

students during the course. This tool will be helpful to provide students with clear

explanations that help to guide them towards their final goal.

IELTS Task 2 Writing Band Descriptors

Band Task Response Coherence and

Cohesion Lexical Resource

Grammatical Range

and Accuracy

9

• fully addresses all

parts of the task

• presents a fully

developed

position in

answer to the

question with

relevant, fully

extended, and

supported ideas

• uses cohesion in

such a way that it

attracts no

attention

• skilfully manages

paragraphing

• uses a wide range

of vocabulary with

very natural and

sophisticated

control of lexical

features; minor

errors occur only

as “slips”


of structures with

full flexibility and

accuracy; minor

errors occur only

as “slips”

8

• sufficiently

addresses all

parts of the task

• presents a well-

developed

response to the

question with

relevant,

extended and

supported ideas

• sequences

information and

ideas logically

• manages all

aspects of

cohesion well

• uses

paragraphing

sufficiently and

appropriately


of vocabulary

• fluently and

flexibly conveys

precise meanings

• skilfully uses

uncommon lexical

items; there may

be occasional

inaccuracies in

word choice and

allocation

• produces rare

errors in spelling

and/or word

formation


of structures

• the majority of

sentences are error-

free

• makes only

occasional errors

or inaccuracies

7

• addresses all

parts of the task

• presents a clear

position

throughout the

response

• presents, extends

• logically

organizes

information and

ideas; there is

clear progression

throughout

• uses a range of

• uses a sufficient

range of

vocabulary to

allow some

flexibility and

precision

• uses less

• uses a variety of

complex structures

• produces frequent

error-free

sentences

• has good control of

grammar and

91



Grammatical Range

and Accuracy

and supports

main ideas, but

there may be a

tendency to over

generalize and/or

supporting ideas

may lack focus

cohesive devices

appropriately

although there

may be some

under-/over-use

• presents a clear

central topic

within each

paragraph

common lexical

items with some

awareness of

style and

allocation

• may produce

occasional errors

in word choice,

spelling and/or

word formation

punctuation but

may make few

errors

6

• addresses all

parts of the task

although some

parts may be

more fully

covered than

others

• presents a

relevant position

although the

conclusions may

become unclear

or repetitive

• presents relevant

main ideas but

some may be

inadequately

developed/unclea

r

• arranges

information and

ideas coherently

and there is a

clear overall

progression

• uses cohesive

devices

effectively, but

cohesion within

and/or between

sentences may be

faulty or

mechanical

• may not always

use referencing

clearly or

appropriately

• uses

paragraphing, but

not always

logically

• uses an adequate

range of

vocabulary for

the task

• attempts to use

less common

vocabulary but

with some

inaccuracy

• makes some errors in

spelling and/or word

formation, but they

do not impede

communication

• uses a mix of

simple and

complex sentence

forms

• makes some errors

in grammar and

punctuation but

they rarely reduce

meaning

5

• addresses the task

only partially; the

format may be

inappropriate in

places

• expresses a

position but the

development is

not always clear

and there may be

no conclusions

• presents

information with

some

organisation but

there may be a

lack of overall

progression

• makes

inadequate,

inaccurate, or

over-use of

• uses a limited

range of

vocabulary, but

this is minimally

adequate for the

task

• may make

noticeable errors

in spelling and/or

word formation

that may cause

some difficulty

• uses only a limited

range of structures

• attempts complex

sentences but these

tend to be less

accurate than

simple sentences

• may make frequent

grammatical errors

and punctuation

may be faulty;

92



Grammatical Range

and Accuracy

drawn

• presents some

main ideas but

these are limited

and not

sufficiently

developed; there

may be irrelevant

detail

cohesive devices

• may be repetitive

because of lack of

referencing and

substitution

• may not write in

paragraphs, or

paragraphing may

be inadequate

for the reader errors can cause

some difficulty for

the reader

4

• responds to the

task only in a

minimal way or

the answer is

tangential; the

format may be

inappropriate

• presents a

position but this

is unclear

• presents some

main ideas but

these are difficult

to identify and

may be repetitive,

irrelevant, or not

well supported

• presents

information and

ideas but these

are not arranged

coherently and

there is no clear

progression in the

response

• uses some basic

cohesive devices

but these may be

inaccurate or

repetitive

• may not write in

paragraphs or

their use may be

confusing

• uses only basic

vocabulary

which may be

used repetitively

or which may be

inappropriate for

the task

• has limited

control of word

formation and/or

spelling;

• uses only a very

limited range of

structures and

rarely uses

subordinate

clauses

• some structures

are accurate but

errors

predominate, and

punctuation is

often faulty

3

• does not

adequately

address any part

of the task

• does not express

a clear position

• presents few

ideas, which are

largely

undeveloped or

irrelevant

• does not organise

ideas logically

• may use a very

limited range of

cohesive devices,

and those used

may not indicate

a logical

relationship

between ideas

• uses only a very

limited range of

words and

expressions with

very limited

control of word

formation and/or

spelling

• errors may

severely distort

the message

• attempts sentence

forms but errors

in grammar and

punctuation

predominate and

distort the

meaning

2

• barely responds

to the task

• does not express

a position

• has very little

control of

organizational

features

• uses an

extremely

limited range of

vocabulary;

essentially no

• cannot use

sentence forms

except in

memorised

phrases

93



Grammatical Range

and Accuracy

• may attempt to

present one or

two ideas but

there is no

development

control of word

formation and/or

spelling

1

• answer is

completely

unrelated to the

task

• fails to

communicate any

message

• can only use a

few isolated

words

• cannot use

sentence forms at

all

0

• does not attend

• does not attempt the task in any way

• writes a totally memorised response

Source: IELTS(2009-2012). IELTS Task 2 Writing Band Descriptors (public version).

Retrieved from http://www.ielts.org/pdf/UOBDs_WritingT2.pdf

94

Suggested Online Learning for Academic Writing Resources

Institution Description Websites Interactive

Learning Handouts

Academic Writing in

English (AWE)

It contains online handouts and

exercises on three main topic

areas: cohesion, punctuation, and

style. Although the site already

contains a wide range of

resources, work is still in progress.

http://sana.tkk.fi/a

we/index.html √ X

Active Learning Online

Website

Contains a variety of activities

developed specifically for writing

classes and writing-intensive

classes offered online or in

multiple modes.

http://wordsworth2

.net/activelearning/ √ X

Bogazici University

Online Writing Lab

(BUOWL)

A resource and practice book

students can consult when they

need information on writing when

they are working on their own.

BUOWL is not a replacement for

classes or teachers, but rather a

supplement to class work

http://www.buowl.

boun.edu.tr/ √ √

Prepare for success.com

Prepare for Success is an

interactive web learning tool for

international students who are

getting ready to go to the UK for

further or higher education.

An activity-based learning

resource to help you find out about

different aspects of academic life

in the UK and the skills needed for

effective study

http://www.prepar

eforsuccess.org.uk/ √ X

Purdue University OWL

One of the most comprehensive

with online handouts about

writing.

http://owl.english.p

urdue.edu/ X √

95

Institution Description Websites Interactive

Learning Handouts

The University of North

Carolina Writing Centre

An online resource available to

everyone; it offers interactive

learning within a variety of topics.

http://writingcenter

.unc.edu/handouts/ √ √

The Writing Centre

@The University of

Wisconsin-Madison

Great resources and complete

academic writing handbook

http://writing.wisc.

edu/Handbook/Co

ordConj.html

X √

Using English for

Academic Purposes.com

A good site for students in

higher education to learn

English

http://www.uefap.c

om/writing/writfra

m.htm

√ √

ReadWriteThink.org

An online tool for students to

learn to take notes, build

reading skills and improve

research writing competency.

http://interactives.

mped.org/view_int

eractive.aspx?id=7

22&title=

√ X

96

Recommended Handbooks and Textbooks for Academic Writing

Babington, D. & LePan, D. (2007). The Broadview Pocket Guide to Writing, 2nd

ed.

Canada: Broadview Press.

Eastwood, J. (2005). Oxford Learner’s Grammar: Grammar Finder. China: Oxford

University Press.

Good, C. E. (2002). A Grammar Book for You and I . . . Oops, Me! Virginia: Capital

Books: Sterling.

Hacker, D. & Sommers, N. (2011). Rules for Writers, 7th

ed. Boston: Bedford/St Martin’s

Press.

Hacker, D. (2003). A Writer’s Reference, 5th

ed. Boston: Bedford/St Martin’s Press.

Kane, T. S., Ogden, K. C., & Pyrcz, H. (2008). The Canadian Oxford Guide to Writing, A

Rhetoric and Handbook. Canada: Oxford University Press.

Messenger, D. B. (2013). The Canadian writer’s handbook. Oxford.

Morfetas, E., & Ceolin, T. (2012). Moving Beyond the Page: A Reader for Writing and

Thinking. Oxford University Press.

Sabin, W.A. (2002). The Gregg Reference Manual. New York: McGraw Hill.

Williams, J. M (2006). Style: Ten Lessons in Clarity and Grace, 7th

ed. New York:

Longman.

97

Appendix C

Teaching Aids – Power Point Slides for Section 2 -“Developing Analytical Writing

Skills through Building Critical Thinking and Positive Mindset Workshops”

This section contains slides for Session one of the workshop. The instructor may change

and customize the content based on the students’ unique experience and activities

98

Slide 1

Creating Success in Academic Writing:From Secondary to Higher Education

“Developing Analytical Writing Skills Through Building

Critical Thinking and Positive Mindsets” (Session 2)

Slide 2

Learning Goals

• Develop Critical Thinking – the ability to analyze a situation or text

and make thoughtful decisions based on that analysis, through

writing, reading, and research.

• Learn the eight essential habits of mind for success in college

writing.

• Learn to write texts for various audiences and purposes that are

informed by research, e.g., support ideas or positions, illustrate

alternative perspectives, and provide additional information.

• Student will also learn and have the opportunity to practice key

rhetorical concepts that relate to critical thinking such as argument.

99

Slide 3

Activity 1

Write your response on the following question:

What are your current views toward what it means to live abroad? What specific things do you have to attain and work on in order to live a successful life as an undergraduate student studying abroad?

Slide 4

What is critical thinking?

It is a “cognitive activity” that involves a complex process of deliberation

which involves a wide range of skills and attitudes such as:

� Identifying other‘s positions;

� Evaluating the evidence;

� Weighing opposing arguments and evidence fairly;

� Recognizing techniques used to make certain positions;

� Drawing conclusions based on gsound evidence and sensible

assumptions; and

� Presenting a point of view in a structured, clear, and well-

reasoned way that convinces others.

(Cottrell 2005, p. 2).

100

Slide 5

Thinking Barrier: The Iceberg Model of Culture

Picture retrieve from: http://www.dreamyoga.com/integral-deep-listening/idl-essays/what-is-idl/getting-to-know-your-iceberg-self

• Ways of life

• Laws and customs

• Institutions

• Methods

• Techniques• Rituals

• Language

• Norms

• Roles

• Ideologies

• Beliefs

• Philosophy

• Values

• Attitudes

• Desires• Assumptions

• Expectations

Visible

Hidden

Doing

Thinking

Feeling

Slide 6

Critical Thinking

• Find out where the best evidence lies for the subject you are discussing;

• Evaluate the strength of the evidence to support different arguments;

• Come to an interim conclusion about where the available evidence appears to

lead;

• Construct a line of reasoning to fast track your audience through the evidence

and lead them towards your conclusion;

• Select the best examples; and

• Provide evidence to illustrate your arguments.

101

Slide 7

Habits of Mind - Ways of Approaching Learning

Openness

Flexibility

Curiosity

Engagement

Creativity

PersistenceRésistance

Responsibility

Metacognition

Ways of Approaching

Learning

Slide 8 Habits of Mind: Ways of Approaching Learning

(continued)

Habits Behavior

Engagement(A sense of investment

and involvement in

learning)

• Make connections between our own ideas and those of others

• Find new meanings or build existing meanings as a result of

new connections; and

• Act upon new knowledge that you have discovered.

Creativity(The ability to use novel

approaches for

generating,

investigating, and representing ideas)

• Take risks by exploring questions, topics, and ideas that are

new;

• Use new methods to investigate questions, topics, and ideas

• Represent what you have learned in a variety of ways; and

• Evaluate the effects or consequences of your choices.

Persistence(Ability to sustain

interest in, and attention

to, short and long term

projects)

• A commitment to exploring in writing, a topic, idea, or

demanding task;

• Grapple with challenging ideas, texts, processes or projects;

• Follow through, over time, to complete tasks, processes, or

projects;

• Take advantage of peers, instructors, and writing centre

opportunities to improve and refine your work.

102


(continued)

Habits Behavior

Responsibility(Ability to take ownership of one’s

actions and understand the

consequences of those actions

for oneself and others)

• Know your role as scholars and your learning;

• Engage and incorporate the ideas of others, giving

credit to those ideas by using appropriate

citations.

Flexibility(the ability to adapt to situations,

expectations, or demands)

• Approach writting assignments in multiple ways-depending on the tasks and the writer’s purpose

and audience;

• Recognize the conventions: formal vs. non-formal(rules of content, organization, style, the evidence,

citation, and mechanics; this depends on discipline

and the context.


(continued)

Habits Behavior

Metacognition(Ability to reflect on one’s own

thinking, as well as individual and cultural processes and systems

used to structure knowledge)

• examine processes used to think and write in a variety of disciplines and contexts;

• reflect on the texts that you have produced in a variety of contexts;

• connect choices you have made in texts to audiences and purposes for which texts are intended; and

• use what you learn from reflections on one writing project to improve writing on subsequent projects.

103

Slide 11

Habits of Mind: Ways of Approaching Learning

Habits

Curiosity(Desire to know about the world)

Openness(Willingness to consider new ways of being and thinking in the

world)

Engagement(A sense of investment and involvement in learning)

Creativity(The ability to use novel approaches for generating, investigating,

and representing ideas)

Persistence(Ability to sustain interest in, and attention to, short and long term

projects)

Responsibility(Ability to take ownership of one’s actions and understand the

consequences of those actions for oneself and others)

Flexibility(The ability to adapt to situations, expectations, or demands)

Metacognition(Ability to reflect on one’s own thinking, as well as individual and cultural processes and systems, used to structure knowledge)

1. Reflect on the eight essential habits.

2. Working on your own, give yourself a

score out of the list. Answer these questions:

a. Which traits do you use to think critically?

b. Which traits should you use to think

critically

c. You are likely to think critically if you

are _________

3. Later, work in a group of three, to discuss your choices.

Slide 12

Lunch Break

104

Slide 13 How does Critical Thinking Link to Academic

Writing?

First , read the set assignment carefully, then consider the following questions:

a. Work out the critical thinking strategies that will be involved: comparing, problem solving, looking for cause and effect, evaluating?

b. What is the instructor looking for in a critical piece of writing?

c. If you want to state an idea that is new or controversial, be sure to provide

sufficient evidence and support

d. Be sure that all stated ideas are backed up by evidence and references.

e. Link what you are saying to the overall field of the discipline.

f. Think about why this essay topic is worth writing about. What makes it

particularly significant?

g. Look at both sides of an argument

Notes retrieved from:http://www.canberra.edu.au/studyskills/learning/critical#writing

Slide 14

Rhetorical Functions in Academic Writing (Revisit from previous workshop)

Examples of text and language:

Descriptive

• Describing objects, locations, structure & direction

• Reporting & narrating

• Defining

• Writing instruction

Critical

• Arguing & discussing

• Evaluating other points of view

• Comparing & contrasting: similarities & differences

• Expressing degrees of certainty

• Expressing reasons & explanations/cause and effect

• Providing support

• Drawing conclusion

• Recommendations

Reflective

• Writing reflectively

105

Slide 15


Examples of text and language: Arguing and discussing

Most of the time at college or university, you will be asked to write different kinds of texts. The type of writing will vary depending on the subject matter.Example:

Discuss possible solutions to enhance financial literacy in Malaysia.

What would be your answer?

1. Define2. Give examples3. Explain why4. Support your explanation with evidence5. Describe a solution6. Describe advantages and disadvantages7. Choose8. Explain why

Slide 16

Activity 3 - Assessment of Writing Sample

You will be assigned to a group to analyze the academic argument on the following topic:

1. Read through both the sample answers and note down how many different points the writer

has included.

2. Compare the sample answers ,and based on that, try to think about:

� Examples of international sports events

� People’s opinion of them in your country

� Examples of nationalism

� Examples of commercialisation and advertising

� Positive aspects of such competitions

International sports events such as the Olympics and the Football World Cup are just an excuse for nationalism and advertising.

To what extent do you agree or disagree with this opinion?

Give reasons for your answer and include relevant examples from your knowledge and experience.

Activities retrieved from: http://www.britishcouncil.org/taiwan-exams-ielts-how-to-prepare-for-ielts-ielts-tips-writing-issue-2.htm

106

Slide 17

Answer #1

Nowadays, international sports events are becoming increasingly popular around the world and

often have massive global viewing figures. Although many people enjoy these competitions, there are concerns that the events are often over commercialised and are simply a platform for selling

things. There are also real concerns that they encourage nationalism, but do these problems outweigh their overall value?

Many people would agree that a lot of events do seem over-commercial, especially when they see

the masses of corporate sponsors at such events, which often include seemingly unhealthy brands such as Coca-cola and MacDonald’s. They also feel that corporate sponsors force out real fans by

buying up all the tickets at very high prices.

It’s also true that some events can be very nationalistic. The Chinese government, for example, is

trying to use the coming Olympics to demonstrate its progress and power. And in football competitions, there is often the problem of hooliganism, with groups of fans intentionally setting out

to fight supporters from other countries.

However, it would be a mistake to overlook the positive sides of such events. For one thing, young

people can be very inspired by the positive role models they see, for example the French footballer Zinedine Zidane. And in Taiwan, the national baseball team’s success gives people a sense of

national pride. These events can also provide a platform for people from all over the world to meet

and celebrate something they all enjoy.

In conclusion, I think it would be a shame to do away with international sporting events, as they can inspire people and be very enjoyable. However, it is down to the organisers and governments to

curb the uglier side of these events, otherwise they will eventually turn people off them.


Slide 18

Answer #2

Nowadays, there are many international sports events. But are international sports events such as the Olympics and the Football World Cup just an excuse for nationalism and advertising? In this essay I will discuss the extent to which I agree or disagree.

Many people say international sports events are too commercial. They say that because they are too commercial, they can make many problems. These problems can only be solved when they become less commercial. This is an incontrovertible truth.

People also complain that they are nationalistic. Nationalism generates other problems. This is true all over the world. Nationalism can make people hate the events.

However, are nationalism and commercialisation so bad? Some people say they have some benefits. Without these two things, the events would be very different. People say this would be quite boring.

In conclusion, many events do have nationalism and, furthermore, commercialisation. However, there are advantages and disadvantages to this. The best thing we can do is pursue a middle course.


107

Slide 19

Learning Recap - Building a Five Minute Paper

1. Let’s pause and reflect upon what you have learned so far.

2. On a piece of paper, free-write for 5 minutes

on the topic, “What is currently puzzling you?”

3. Later, you may voluntarily share your paper.

Slide 20

Conclusion

1. Let’s review what you wrote written

before the session.

2. Now, assess where you are now,compared to where you were before.How you can improve your criticalthinking skills related to the eight habitsof minds?

3. Share your experience with your peers.

108

Appendix D

Section 2 Workshop Resources

Reading Assignment Pack

This pack consists of two activities that are designed to develop students’ analytical skills

in their academic writing. The IELTS Task 2 was chosen for this purpose. Activities will

take a step-by-step approach to guide students’ thinking while completing Pack 1. They

will practice learned skills in Pack 2.

Reading Pack 1-IELTS Writing Tips: Task 2

In academic writing or a discussion essay, you need to give an opinion, a point of view,

or solve a problem. You must also present and justify your opinions in an organized

essay.

We will work on an example of the IELTS writing tips Task 2 for this purpose.

“As English is now the world language and an essential skill in business, English

language instruction should begin in kindergarten”.

To what extent do you agree or disagree with this statement?

Present your ideas and opinions with examples where necessary.

Record your ideas in about 250 words.

Steps in Dealing with the Task

Step 1: Question Analysis

First, let’s analyse the question. Think about the keywords and clarify what they mean.

World language: is English the world language? If so, what gives it this status? How is

it used globally? Are there any alternatives to global languages?

Essential: does everyone really

necessary? Can all prominent people in society speak it well?

Kindergarten: is this the best time to start? What are the advantages and disadvantages

of starting to learn English this early?

Step 2: Brainstorming

Now, decide whether you are for the opinion (you agree that English should be taught in

kindergarten) or against the opinion (you disagree) and make notes about your ideas.

Often it is a good idea to explore both sides of the argument. Also, try

examples that prove your point.

Read through the following notes. Are they for or against the idea?

1. Other languages are more widely spoken than English.

2. English is regarded as the international business language.

3. Many multinationals

4. Other languages are also used in business.

5. Foreign executives in China are being required to learn Chinese.

6. English is used in higher education, even in non

7. Learning English in Kindergart

8. Languages represent culture and should be preserved.

9. Young children haven’t fully mastered their first language and will be very

confused.

10. Young children are very receptive to new language

Answers

Answers

For

2, 3, 6, 7, 10

Against

1, 4, 5, 8, 9

oes everyone really need to speak English? Are there jobs where it is not

necessary? Can all prominent people in society speak it well?

s this the best time to start? What are the advantages and disadvantages

of starting to learn English this early?


indergarten) or against the opinion (you disagree) and make notes about your ideas.

Often it is a good idea to explore both sides of the argument. Also, try to think of real

examples that prove your point.

Read through the following notes. Are they for or against the idea?

Other languages are more widely spoken than English.

English is regarded as the international business language.

Many multinationals use English as their corporate language.

Other languages are also used in business.

Foreign executives in China are being required to learn Chinese.

English is used in higher education, even in non-English speaking countries.

Learning English in Kindergarten could help students become bi-

Languages represent culture and should be preserved.

Young children haven’t fully mastered their first language and will be very

Young children are very receptive to new languages.

1, 4, 5, 8, 9

109

need to speak English? Are there jobs where it is not

s this the best time to start? What are the advantages and disadvantages


indergarten) or against the opinion (you disagree) and make notes about your ideas.

to think of real-life

English speaking countries.

-lingual.

Young children haven’t fully mastered their first language and will be very

110

Step 3: Planning

Now that you have some ideas you can plan the layout of your essay. Think about what

you want the main point of each paragraph to be. With this type of question a very

straightforward paragraph plan is as follows. Useful language is in italics.

1: Introduction

Explain the background of the issue

In recent years; Nowadays; Over the past twenty years…

2: For

Arguments in favour of introducing English instruction in kindergarten (one or two

paragraphs)

Some people think; They say; It’s true that…

3: Against

Arguments against doing this (one or two paragraphs)

On the other hand; Other people would argue; One example of this is…

4: Conclusion

Your own personal opinion based on all the arguments

Overall; Having looked at both sides; In conclusion …

Step 4: Writing

The following essay is a response to the task, but the paragraphs are mixed-up. Can you

put them in the correct order?

(Notice the opening phrases that are used to link the ideas together)

Item Statement

A

It's true that English is very important in international business, and many multinational

companies use English as their corporate language. It is also very important in terms of

educational opportunities, with many universities now teaching courses in English, even

in non-English speaking countries, not to mention the information and entertainment

available from global media such as Hollywood movies and the Internet. Many people feel

Item that teaching children English from a young age gives children the opportunity to beco

bi-lingual which would provide them with many advantages in the future. Pre

children are also obviously very receptive to new language.

B

However, the real issue is

learning a foreign language. It stands to reason that a child who has not mastered their mother

tongue will be very confused by exposure to a second unrelated form of communication.

C

Having looked at both sides of this issue

important, educators need to think carefully about the child’s overall development when

deciding when to introduce English into the curriculum. Doing this too early could result in

children being proficient in neither language, and there are also is

need to be considered.

D

Nowadays, many people regard English as the main world language and it is certainly true

that it is a very important tool for communication between people from different countries.

Because of this, many kindergartens now offer English language instruction to children as

young as three years old, but is this really the best age to start learning a foreign language?

E

On the other hand

focus exclusively on English, particularly as there are other languages, such as Chinese and

Spanish, that are more widely spoken. In an increasingly multi

have a role to play. For example this week it has been report

executives in China will be required to pass a Chinese proficiency exam. Others would also

argue that language represents culture, and that by putting too much emphasis on one

language, we risk diluting other languages and cultures.

Answers

1: D 2: A 3: E 4: B 5: C

Reading pack 1 activities was adapted from: The British Council. Retrieved from:

http://www.britishcouncil.org/taiwan

writing-issue-4.htm

Statement that teaching children English from a young age gives children the opportunity to beco

lingual which would provide them with many advantages in the future. Pre

children are also obviously very receptive to new language.

However, the real issue is whether children of kindergarten age are mentally ready to start

foreign language. It stands to reason that a child who has not mastered their mother


Having looked at both sides of this issue, it seems clear that, although English i



children being proficient in neither language, and there are also issues of cultural identity that

need to be considered.

, many people regard English as the main world language and it is certainly true


many kindergartens now offer English language instruction to children as


On the other hand, some people might argue that it is a mistake for a child’s educa


Spanish, that are more widely spoken. In an increasingly multi-cultural world other languages

have a role to play. For example this week it has been reported that all new foreign



language, we risk diluting other languages and cultures.

1: D 2: A 3: E 4: B 5: C


http://www.britishcouncil.org/taiwan-exams-ielts-how-to-prepare-for-ielts

111

that teaching children English from a young age gives children the opportunity to become

lingual which would provide them with many advantages in the future. Pre-school

whether children of kindergarten age are mentally ready to start

foreign language. It stands to reason that a child who has not mastered their mother


, it seems clear that, although English is very



sues of cultural identity that

, many people regard English as the main world language and it is certainly true


many kindergartens now offer English language instruction to children as


, some people might argue that it is a mistake for a child’s education to


cultural world other languages

ed that all new foreign




ielts-ielts-tips-

112

Reading Assignment Pack 2- Assessment of writing sample

Activity 3- Assessment of argument’s writing sample

You will be assigned to a group to analyze the academic argument on the following topic:

1. Read through both the sample answers and note down how many different points the writer

has included.

2. Try to compare the sample answers and based on that, try to think about:

� Examples of international sports events

� People’s opinion of them in your country

� Examples of nationalism

� Examples of commercialisation and advertising

� Positive aspects of such competitions

International sports events such as the Olympics and the Football World Cup are just an excuse for nationalism and advertising.

To what extent do you agree or disagree with this opinion?

Give reasons for your answer and include relevant examples from your knowledge and experience.


113

Sample Answer 1

Nowadays, international sports events are becoming increasingly popular around the

world and often have massive global viewing figures. Although many people enjoy these

competitions, there are concerns that the events are often over-commercialised and are

simply a platform for selling things. There are also real concerns that they encourage

nationalism, but do these problems outweigh their overall value?

Many people would agree that a lot of events do seem over-commercialised, especially

when they see the masses of corporate sponsors at such events, which often include

seemingly unhealthy brands such as Coca-cola and MacDonald’s. They also feel that

corporate sponsors force out real fans by buying up all the tickets at very high prices.

It’s also true that some events can be very nationalistic. The Chinese government, for

example, is trying to use the coming Olympics to demonstrate its progress and power.

And in football competitions, there is often the problem of hooliganism, with groups of

fans intentionally setting out to fight supporters from other countries.

However, it would be a mistake to overlook the positive sides of such events. For one

thing, young people can be very inspired by the positive role models they see, for

example, the French footballer, Zinedine Zidane. And in Taiwan, the national baseball

team’s success gives people a sense of national pride. These events can also provide a

platform for people from all over the world to meet and celebrate something they all

enjoy.

In conclusion, I think it would be a shame to do away with international sporting events,

as they can inspire people and be very enjoyable. However, it is down to the organisers

and governments to curb the uglier side of these events, otherwise they will eventually

turn people off them.

114

Sample Answer 2

Nowadays, there are many international sports events. But are international sports events

such as the Olympics and the Football World Cup just an excuse for nationalism and

advertising? In this essay I will discuss the extent to which I agree or disagree.

Many people say international sports events are too commercialised. They say that

because they are too commercialised, they can make many problems. These problems can

only be solved when they become less commercialised. This is an incontrovertible truth.

People also complain that they are nationalistic. Nationalism generates other problems.

This is true all over the world. Nationalism can make people hate the events.

However, are nationalism and commercialisation so bad? Some people say they have

some benefits. Without these two things, the events would be very different. People say

this would be quite boring.

In conclusion, many events do have nationalism and, furthermore, commercialisation.

However, there are advantages and disadvantages to this. The best thing we can do is to

pursue a middle course.


http://www.britishcouncil.org/taiwan-exams-ielts-how-to-prepare-for-ielts-ielts-tips-

writing-issue-2.htm

115

Critical Thinking Assessment Tool

(The Washington State University Critical Thinking Rubrics)

I found this framework a useful tool for evaluating critical thinking. Instructors or

students may use this basic framework as a guide to assess this skill. You may edit or

modify the scoring to create your own.

Skills Emerging Master

Identifies and

summarizes

the problem/question

at issue (and/or the

source’s position).

• Does not identify and

summarize the problem, is

confused, or identifies a

different and inappropriate

problem.

• Does not identify or is

confused by the issue, or

represents the issue

inaccurately.

• Identifies the main problem

and subsidiary, embedded, or

implicit aspects of the

problem, and identifies them

clearly, addressing their

relationships to each other.

• Identifies not only the basics

of the issue, but recognizes

nuances of the issue.

Identifies and presents

the student’s own

hypothesis,

perspective, and

position as it is

important to the

analysis of the issue

• Addresses a single source

or view of the argument and

fails to clarify the

established or presented

position relative to one's

own. Fails to establish other

critical distinctions.

• Identifies appropriately,

one’s own position on the

issue, drawing support from

experience, and information

not available from assigned

sources

Identifies and

considers otherR

salient perspectives

and positions that are

important to the

analysis

• Deals only with a single

perspective and fails to

discuss other possible

perspectives, especially

those salient to the issue.

• Addresses perspectives noted

previously, and additional

diverse perspectives drawn

from outside information.

Identifies and assesses

the key assumptions.

• Does not surface the

assumptions and ethical

issues that underlie the

issue, or does so

superficially.

• Identifies and questions the

validity of the assumptions

and addresses the ethical

dimensions that underlie the

issue.

116

Skills Emerging Master

Identifies and assesses

the quality

of supporting

data/evidence and

provides additional

data/evidence related

to the issue.

• Merely repeats information

provided, taking it as truth,

or denies evidence without

adequate justification.

Confuses associations and

correlations with cause and

effect.

• Does not distinguish

between fact, opinion, and

value judgments.

• Examines the evidence and

source of evidence; questions

its accuracy, precision,

relevance, completeness.

• Observes cause and effect

and addresses existing or

potential consequences.

• Clearly distinguishes

between facts, opinions, and

acknowledges value

judgments.

Identifies and

considers the

influence of

the context on the

issue.

• Discusses the problem only

in egocentric or socio

centric terms.

• Does not present the

problem as having

connections to other

contexts-cultural, political,

etc.

• Analyses the issue with a

clear sense of scope and

context, including an

assessment of the audience.

Considers other pertinent

contexts.

Identifies and

assesses conclusions,

implications and

consequences.

• Fails to identify

conclusions, implications,

and consequences of the

issue or the key

relationships between the

other elements of the

problem, such as context,

implications, assumptions,

or data and evidence.

• Identifies and discusses

conclusions, implications,

and consequences

considering context,

assumptions, data, and

evidence.

• Objectively reflects upon

their own assertions.

Source: Peirce, W. (2012). Designing rubrics for assessing higher-order thinking.

Retrieved January 13, 2013, from http://academic.pgcc.edu/~wpeirce/MCCCTR/

Designingrubicsassessingthinking.html

117

Suggested Online Critical Thinking Interactive Activities

i. University of Southampton, (2012). Introduction to critical thinking in

college writing. Prepare for Success. Retrieved online on April 1, 2012

from http://www.prepareforsuccess.org.uk/critical_thinking.html

ii. Ennis, R. (2011). Robert H. Ennis’ Academic Website. Critical Thinking

Definition. Retrieved September 6, 2012 from

http://faculty.education.illinois.edu/rhennis/index.html

iii. AUSTHINK, (2012). Critical Thinking On The Web- A directory of

quality online resources. Retrieved September 2, 2012 from

http://austhink.com/critical/

iv. University of Canberra, (2012). Academic Skills Centre. Critical Thinking.

Retrieved May 18, 2012 from:

http://www.canberra.edu.au/studyskills/learning/critical#quality

118

Suggested Critical Thinking Books

Bowell, T. (2001). Critical Thinking: A Concise Guide. London: Routledge.

Chaffe, J. (2012). Thinking Critically (10th ed.). Boston, USA: Wadsworth.

Cottrell, S. (2008). The Study Skills Handbook (3rd

ed.). Basingstoke:

Palgrave MacMillian.

Cottrell, S. (2011). Critical Thinking Skills, Developing Effective Analysis and Argument

(2nd

ed). Basingstoke: Palgrave Macmillian.

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